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Teachers’ responses to incorrect answers on missing number problems in South Africa
Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, Skolnära forskning, Matematikdidaktik.
Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, Skolnära forskning, Matematikdidaktik.ORCID-id: 0000-0001-7556-7974
2015 (engelsk)Inngår i: The twenty-third ICMI Study: Primary mathematics study on whole numbers: Proceedings / [ed] Xuhua Sun, Berinderjeet Kaur and Jarmila Novotná, 2015, s. 431-439Konferansepaper, Publicerat paper (Fagfellevurdert)
Abstract [en]

This paper examines differences in how three Grade 3 South African teachers responded to students’ incorrect answers in whole class teaching of the part-whole relationship in additive missing number problems. Nine video recorded lessons, taught by three teachers, were analysed, with attention paid to teaching episodes containing incorrect students’ answers. The variation theoretical analyses indicated differences in the ways teachers responded to incorrect answers. We argue that different ways of responding to incorrect answers may provide different learning possibilities.

sted, utgiver, år, opplag, sider
2015. s. 431-439
Emneord [en]
addition and subtraction, incorrect answers, part-whole relationship, primary mathematics, South Africa, variation theory
HSV kategori
Identifikatorer
URN: urn:nbn:se:hj:diva-35178OAI: oai:DiVA.org:hj-35178DiVA, id: diva2:1079638
Konferanse
Primary Mathematics Study on Whole Numbers, June 3-7, 2015, Macau, China
Tilgjengelig fra: 2017-03-09 Laget: 2017-03-09 Sist oppdatert: 2017-11-07bibliografisk kontrollert

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RefereraExporteraLink to record
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