A Collective Case Study of the Influence of Teachers' Beliefs and Knowledge on Error-Handling Practices During Class Discussion of Mathematics

    Authors

    W. S. Bray

    Comments

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    Abbreviated Journal Title

    J. Res. Math. Educ.

    Keywords

    Discourse analysis; Qualitative methods; Reform in mathematics; education; Teacher beliefs; Teacher knowledge; Teaching practice; Education & Educational Research

    Abstract

    This collective case study examines the influence of 4 third-grade teachers' beliefs and knowledge on their error-handling practices during class discussion of mathematics. Across cases, 3 dimensions of teachers' error-handling practices are identified and discussed in relation to teacher beliefs and knowledge: (a) intentional focus on flawed solutions in class discussion, (b) promotion of conceptual understanding through discussion of errors, and (c) mobilization of a community of learners to address errors. Study findings suggest that, although teachers' ways of handling student errors during class discussion of mathematics are clearly linked to both teacher beliefs and teacher knowledge, some aspects of teacher response are more strongly linked to knowledge and others are influenced more by beliefs.

    Journal Title

    Journal for Research in Mathematics Education

    Volume

    42

    Issue/Number

    1

    Publication Date

    1-1-2011

    Document Type

    Article

    Language

    English

    First Page

    2

    Last Page

    38

    WOS Identifier

    WOS:000208620300001

    ISSN

    0021-8251

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