{"id":{"repo_id":"uiuc","oai_identifier":"oai:www.ideals.illinois.edu:2142/24406"},"canonical_url":"https://search.dev.ndltd.org/etd/uiuc/oai:www.ideals.illinois.edu:2142/24406","repository":{"repo_id":"uiuc","name":"University of Illinois - Urbana-Champaign","base_url":"https://www.ideals.illinois.edu/oai-pmh"},"display":{"title":"Making the Most of Errors in First-Grade Mathematics Classrooms","abstract":"This research examines teacher-student discourse surrounding errors in 10 first-grade mathematics lessons. The qualitative analysis begins with a teacher’s initial response to an error and continues until the error is resolved. The goal of this exploration is to gain a deeper understanding of how teacher and student contributions shape the discourse following an error until its resolution. The study identifies three common teaching strategies that may present challenges for the exploration of errors. 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