Teachers' Approaches to Student Errors in Mathematics Teaching and Noticing of Their Approaches

Autor/inn/en	Özdemir Baki, Gülsah; Özkaya, Merve; Konyalioglu, Alper Cihan
Titel	Teachers' Approaches to Student Errors in Mathematics Teaching and Noticing of Their Approaches
Quelle	In: Acta Didactica Napocensia, 15 (2022) 2, S.209-229 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Mathematics Instruction; Teaching Methods; Error Patterns; Error Correction; Logical Thinking; Middle School Teachers; Case Studies; Video Technology; Mathematics Teachers; Teacher Attitudes; Computer Mediated Communication; Intervention; Teacher Student Relationship; Student Centered Learning; Questioning Techniques; Peer Teaching; Foreign Countries; Turkey + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Fehlertyp; Korrektur; Middle school; Middle schools; Teacher; Teachers; Mittelschule; Mittelstufenschule; Lehrer; Lehrerin; Lehrende; Case study; Fallstudie; Case Study; Mathematics; Mathematik; Lehrerverhalten; Computerkonferenz; Teacher student relationships; Lehrer-Schüler-Beziehung; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Befragungstechnik; Fragetechnik; Peer group teaching; Peer Group Teaching; Ausland; Türkei
Abstract	The aim of this study is to examine the error approach of middle school teachers and their noticing of their approaches. The study was designed as a case study, which is a qualitative research method, and conducted through four middle school mathematics teachers during the pandemic. The data regarding the study were gathered via in class video records and online interviews with the teachers. The videos from the lectures of middle school mathematics teachers were segmented and analysed, hence, their approaches to student errors were identified. Moreover, noticing of the participant teachers on their and their peers' approach were investigated by means of online interviews. The findings of the research indicated the participant teachers mostly opt for the intervention approaches that fall into the category of questioning, and they make delineative and explanatory comments concerning their approaches. Furthermore, it has been observed that the teachers reached deductions through the evaluation of their own approaches, however, most of the time they recommended their own error approaches to the students as an educatory proposition. (As Provided).
Anmerkungen	Babes-Bolyai University. Kogainiceanu 1, Cluj-Napoca, 400084 Romania. e-mail: submit_adn@yahoo.com; Web site: http://adn.teaching.ro
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01