Making the Most of Errors in First-Grade Mathematics Classrooms

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. If teachers can be shown the value as well as the possible obstacles involved in discourse surrounding errors, they may be encouraged to welcome student errors into mathematical discourse.

Name thesis:degree_name

M.S.

Level thesis:degree_level

Thesis

Discipline thesis:degree_discipline

Educational Psychology

Grantor

University of Illinois at Urbana-Champaign

Year dc:date

2011

Author dc:creator

• Carlson, Crystal

Contributors dc:contributor

• Perry, Michelle

• mathematics
• discourse
• elementary

Statement dc:rights

• Copyright 2011 Crystal Carlson

Language dc:language

en

Handle dc:identifier

http://hdl.handle.net/2142/24406

OAI identifier oai:identifier

oai:www.ideals.illinois.edu:2142/24406