''Are You Joking or Are You Sleeping? '' Cultural Beliefs and Practices in Italian and U.S. Teachers' Mistake-Handling Strategies

Autor/in	Santagata, Rossella
Titel	''Are You Joking or Are You Sleeping? '' Cultural Beliefs and Practices in Italian and U.S. Teachers' Mistake-Handling Strategies
Quelle	In: Linguistics and Education: An International Research Journal, 15 (2004) 1-2, S.141-164 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0898-5898
DOI	10.1016/j.linged.2004.12.002
Schlagwörter	Foreign Countries; Mathematics Instruction; Teacher Student Relationship; Cultural Influences; Socialization; Cultural Differences; Classroom Techniques; Grade 8; Misconceptions; Error Correction; Italy; United States + Suchen Sie Ihr Suchwort? Ausland; Mathematics lessons; Mathematikunterricht; Teacher student relationships; Lehrer-Schüler-Beziehung; Cultural influence; Kultureinfluss; Socialisation; Sozialisation; Kultureller Unterschied; Klassenführung; School year 08; 8. Schuljahr; Schuljahr 08; Missverständnis; Korrektur; Italien; USA
Abstract	This study investigates the role of cultural beliefs and practices in teaching. The focus is the process of socialization by which students learn to deal with mistakes. Analyzed are teacher-student interactions surrounding mistakes videotaped in 30 Italian and 30 U.S. eighth-grade mathematics lessons. These are complemented by interviews with teachers and students and videotapes of elementary-school classes. The study combines discourse analytic approaches with quantification of some aspects of the interactions observed. Italian and U.S. students have different experiences with mistakes that largely depend on how teachers organize instructional activities and frame classroom participant roles. Mistakes are discussed publicly in Italy twice as often as in the United States. U.S. teachers mitigate their responses; Italian teachers aggravate them. Mistake-handling activities may be understood as culturally specific interplays of beliefs and practices. The complexity of these interplays is suggested here as a significant obstacle to effective teaching innovation. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10