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

Autor/in	Bray, Wendy S.
Titel	A Collective Case Study of the Influence of Teachers' Beliefs and Knowledge on Error-Handling Practices during Class Discussion of Mathematics
Quelle	In: Journal for Research in Mathematics Education, 42 (2011) 1, S.2-38 (37 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0021-8251
Schlagwörter	Qualitative Research; Elementary School Mathematics; Elementary School Teachers; Grade 3; Discussion (Teaching Technique); Beliefs; Pedagogical Content Knowledge; Teacher Characteristics; Teacher Response; Error Correction; Teacher Student Relationship + Suchen Sie Ihr Suchwort? Qualitative Forschung; Elementare Mathematik; Schulmathematik; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; School year 03; 3. Schuljahr; Schuljahr 03; Belief; Glaube; Pädagogische Kompetenz; Lehrerkommentar; Korrektur; Teacher student relationships; Lehrer-Schüler-Beziehung
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. 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. (Contains 4 tables, 1 footnote, and 8 figures.) (As Provided).
Anmerkungen	National Council of Teachers of Mathematics. 1906 Association Drive, Reston, VA 20191-1502. Tel: 800-235-7566; Tel: 703-620-3702; Fax: 703-476-2970; e-mail: orders@nctm.org; Web site: http://www.nctm.org/publications/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10