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Teachers’ responses to incorrect answers on missing number problems in South Africa
Jönköping University, School of Education and Communication, HLK, School Based Research, Mathematics Education Research.
Jönköping University, School of Education and Communication, HLK, School Based Research, Mathematics Education Research.
2015 (English)In: The twenty-third ICMI Study: Primary mathematics study on whole numbers: Proceedings / [ed] Xuhua Sun, Berinderjeet Kaur and Jarmila Novotná, 2015, 431-439 p.Conference paper, (Refereed)
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.

Place, publisher, year, edition, pages
2015. 431-439 p.
Keyword [en]
addition and subtraction, incorrect answers, part-whole relationship, primary mathematics, South Africa, variation theory
National Category
Didactics
Identifiers
URN: urn:nbn:se:hj:diva-35178OAI: oai:DiVA.org:hj-35178DiVA: diva2:1079638
Conference
Primary Mathematics Study on Whole Numbers, June 3-7, 2015, Macau, China
Available from: 2017-03-09 Created: 2017-03-09 Last updated: 2017-03-09Bibliographically approved

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