Title

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

Authors

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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