Making the Most of Errors in First-Grade Mathematics Classrooms
Carlson, Crystal
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https://hdl.handle.net/2142/24406
Description
Title
Making the Most of Errors in First-Grade Mathematics Classrooms
Author(s)
Carlson, Crystal
Issue Date
2011-05-25T14:39:53Z
Director of Research (if dissertation) or Advisor (if thesis)
Perry, Michelle
Department of Study
Educational Psychology
Discipline
Educational Psychology
Degree Granting Institution
University of Illinois at Urbana-Champaign
Degree Name
M.S.
Degree Level
Thesis
Keyword(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.
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