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Handling errors as they arise in whole-class interactions

Abstract:

There has been a long history of research into errors and their role in the teaching and learning of mathematics. This research has led to a change to pedagogical recommendations from avoiding errors to explicitly using them in lessons. In this study, twenty-two mathematics lessons were video recorded and transcribed. A conversation analytic approach was then taken to examine how mathematical errors are treated by teachers and students when they arise in interaction. Despite pedagogical re...

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Publication status:
In Press
Peer review status:
Peer reviewed

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Department:
University of Oxford
Role:
Author
Publisher:
Taylor and Francis Publisher's website
Journal:
Research in Mathematics Education
Acceptance date:
2015-08-28
EISSN:
1754-0178
ISSN:
1479-4802
Language:
English
Keywords:

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