Practices and beliefs in mistake-handling activities: A video study of Italian and US mathematics lessons

Santagata, Rossella

doi:10.1016/j.tate.2005.03.004

Cited by 98 publications

(137 citation statements)

References 15 publications

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“…Bu çalışmaların bir kısmı doğrudan yanlışa ilişkin çalışmalar değildir. Matematikçiler yanlışın varlığı ve kaynağı gibi konular üzerinde çok fazla çalışmazken, sosyologların matematiksel yanlışları ve çeşitlerini ve yanlışlara verilen dönütler gibi birçok boyutu ele alarak çalıştıkları görülmektedir (Santagata & Stigler, 2000;Sterponi & Santagata, 2000;Santagata, 2002;Santagata, 2004;Santagata, 2005;Schleppenbach, Flevares, Sims & Perry, 2007).…”

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Classification of middle school students’ mistakes: mistake types

Türkdoğan¹,

Baki²

2013

Ankara Universitesi Egitim Bilimleri Fakultesi Dergisi

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ABSTRACT:The aim of this study was to classify the types of mistakes and to stress their importance in teaching and learning process. Mistakes have been ignored in behavioral theories. And only misconceptions have been investigated as mistakes in cognitive theories. Yet, mistakes are regarded as an inevitable part of the learning and an important opportunity for learning in constructivist approach. However, it is seen that understanding the mistake well contributes to form an efficient student-centered learning environment enabling to give right feedbacks. In this study which the types of mistake are aimed to be listed, 260 Maths classes in the 6 th , 7 th and 8 th grades of the primary school have been observed and then a 30 hours observation is analyzed in detail. The research is a case study; it isn't aimed at making generalization. Considering the data collection and analysis, the study is a qualitative one. In the study, the mistakes are classified into 4 main groups. It is expected that informing the teacher and the student teachers about the types of mistakes will contribute to creation of student centered environments more effectively.

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Classification of middle school students’ mistakes: mistake types

Türkdoğan¹,

Baki²

2013

Ankara Universitesi Egitim Bilimleri Fakultesi Dergisi

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“…However, what struggle looks like in mathematics classrooms and how it can be productive needs further exploration (Warshauer, 2014). Prior research on student struggles has been limited and has primarily focused on examining whether struggle occured without examining in detail the nature of students' struggles (e.g., Inagaki, Hatano, & Morita, 1998;Santagata, 2005). To make up this shortage, Warshauer investigated the nature of productive struggle in middle grade classrooms in details (Warshauer, 2011;2014a).…”

Section: Introductionmentioning

confidence: 99%

Productive Struggle in a Geometry Class

Zeybek

2016

IJRES

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Struggle and its connection to learning are central to improve student learning and understanding of mathematics. A description of what a student's productive struggle looks like in the setting of classrooms can provide insight into how teaching can support or hinder the student's learning process. In order for any struggle to be productive, these struggles with mathematics must be documented. However, prior studies on student struggles are limited and have primarily focused on examining whether or not struggle occurred. Thus, the purpose of this study is to describe pre-service middle grade teachers' (PSTs) struggle types in details as well as to investigate how enagaging in a non-routine high level task (doing mathematics) fosters (or inhibits) productive struggle during instruction.

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“…Teaching quality, the skills and knowledge base that teachers should have for an effective teaching, have been discussed and various categorizations have been made [3,11,17,22]. What is happening in one's classroom should say much about qualifications and capabilities of a teacher [18].…”

Section: Introductionmentioning

confidence: 99%

Investigating the levels of teachers’ use of student thinking in mathematics classrooms

2016

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Abstract. In the present study, it was aimed to explore the extent to which teachers' use of student thinking in mathematics classrooms. Two mathematics teachers working at public middle schools participated in the study. One of the teachers had six years of teaching experience and a master's degree in teaching mathematics. The other teacher was an inexperienced teacher with two years of teaching experience. Five lessons of each teacher, ten in total, were video-recorded. Transcripts of the video recordings were analyzed to answer two questions: Do the teachers attend to and remediate student difficulty? and To what extent does each teacher use student thinking? Analysis of the transcripts showed that the teacher with the graduate degree received higher scores with regards to attending to and remediating student difficulty, the second teacher received considerably lower scores on these aspects of teaching. It was observed that the first teacher frequently attended to student thinking and their answers regardless of correctness and made use of his lesson by turning them into an opportunity as well as constructing the target concepts, question types and descriptions. On the other hand, the second teacher failed to take student thinking further rather than using them and sometimes even disregarded their ideas.

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Practices and beliefs in mistake-handling activities: A video study of Italian and US mathematics lessons

Cited by 98 publications

References 15 publications

Classification of middle school students’ mistakes: mistake types

Classification of middle school students’ mistakes: mistake types

Productive Struggle in a Geometry Class

Investigating the levels of teachers’ use of student thinking in mathematics classrooms

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