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Title:Making the Most of Errors in First-Grade Mathematics Classrooms
Author(s):Carlson, Crystal
Advisor(s):Perry, Michelle
Department / Program:Educational Psychology
Discipline:Educational Psychology
Degree Granting Institution:University of Illinois at Urbana-Champaign
Degree:M.S.
Genre:Thesis
Subject(s):mathematics
discourse
elementary
Abstract:This research examines teacher-student discourse surrounding errors in 10 first-grade mathematics lessons. The qualitative analysis begins with a teacher’s initial response to an error and continues until the error is resolved. The goal of this exploration is to gain a deeper understanding of how teacher and student contributions shape the discourse following an error until its resolution. The study identifies three common teaching strategies that may present challenges for the exploration of errors. If teachers can be shown the value as well as the possible obstacles involved in discourse surrounding errors, they may be encouraged to welcome student errors into mathematical discourse.
Issue Date:2011-05-25
URI:http://hdl.handle.net/2142/24406
Rights Information:
Copyright 2011 Crystal Carlson
Date Available in IDEALS:2013-05-26
Date Deposited:2011-05


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