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Research in Mathematics Education Volume 17, 2015 - Issue 3
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Research papers

Handling errors as they arise in whole-class interactions

Jenni IngramDepartment of Education, Oxford University, Oxford, UKCorrespondence[email protected]
,
Andrea PittCentre for Education Studies, University of Warwick, Coventry, UK
&
Fay BaldrySchool of Education, University of Leicester, Leicester, UK
Pages 183-197 | Published online: 18 Dec 2015

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Yuling Zhuang & AnnaMarie Conner. (2022) Secondary mathematics teachers’ use of students’ incorrect answers in supporting collective argumentation. Mathematical Thinking and Learning 0:0, pages 1-24.
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Chiew Leng Ng & Cheng Meng Chew. (2023) Uncovering student errors in measures of dispersion: An APOS theory analysis in high school statistics education. European Journal of Science and Mathematics Education 11:4, pages 599-614.
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Odd Tore Kaufmann, Maria Larsson & Andreas Ryve. (2022) Teachers’ Error-handling Practices Within and Across Lesson Phases in the Mathematics Classroom. International Journal of Science and Mathematics Education 21:4, pages 1289-1314.
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Yilmaz Soysal. (2023) Exploring Middle School Science Teachers’ Error-Reaction Patterns by Classroom Discourse Analysis. Science & Education.
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Amal Abdallah Khasawneh, Ali Ahmad Al-Barakat & Soliman Abedallteef Almahmoud. (2023) The impact of mathematics learning environment supported by error-analysis activities on classroom interaction. Eurasia Journal of Mathematics, Science and Technology Education 19:2, pages em2227.
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Jessica Hoth, Macarena Larrain & Gabriele Kaiser. (2022) Identifying and dealing with student errors in the mathematics classroom: Cognitive and motivational requirements. Frontiers in Psychology 13.
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Merve ÖZKAYA, Senem KALAÇ & Alper Cihan KONYALIOĞLU. (2022) The effect of positive error climate on affective domains in mathematics teachingThe effect of positive error climate on affective domains in mathematics teaching. International Journal of Assessment Tools in Education 9:Special Issue, pages 236-257.
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Zekiye MORKOYUNLU & Solmaz Damla ALTUN. (2022) The Effect of Error-Based Activities on the Reflective Thinking Skills of Pre-service Elementary Education Mathematics Teachers. Acta Didactica Napocensia 15:1, pages 156-168.
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Martin Majcík. (2022) Produktivní práce učitele s žákovskou chybou při komunikaci s celou třídou. Studia paedagogica 27:1, pages 67-91.
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Martin Majcík. 2022. Práce učitele s žákovskou chybou v komunikaci s celou třídou. Práce učitele s žákovskou chybou v komunikaci s celou třídou.
Annalisa Soncini, Maria Cristina Matteucci & Fabrizio Butera. (2020) Error handling in the classroom: an experimental study of teachers’ strategies to foster positive error climate. European Journal of Psychology of Education 36:3, pages 719-738.
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Kirstin Erath, Jenni Ingram, Judit Moschkovich & Susanne Prediger. (2021) Designing and enacting instruction that enhances language for mathematics learning: a review of the state of development and research. ZDM – Mathematics Education 53:2, pages 245-262.
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S. Khan. (2021) The Process of Subject Content Transformation as Examined Through Psychological and Sociological Perspectives: A Study Conducted in Oxfordshire, England. Cultural-Historical Psychology Культурно-историческая психология 17:2, pages 65-75.
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Tereza Češková. (2020) Interakce při řešení problémově orientovaných úloh ve výuce přírodovědy. ORBIS SCHOLAE 14:1, pages 49-80.
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Florence Kyaruzi, Jan-Willem Strijbos & Stefan Ufer. (2020) Impact of a Short-Term Professional Development Teacher Training on Students’ Perceptions and Use of Errors in Mathematics Learning. Frontiers in Education 5.
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Jenni Ingram. (2020) Epistemic management in mathematics classroom interactions: Student claims of not knowing or not understanding. The Journal of Mathematical Behavior 58, pages 100754.
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Anniina Kämäräinen, Piia Björn, Lasse Eronen & Eija Kärnä. (2019) Managing epistemic imbalances in peer interaction during mathematics lessons. Discourse Studies 21:3, pages 280-299.
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Dor Abrahamson, Virginia J. Flood, Joshua A. Miele & Yue-Ting Siu. (2018) Enactivism and ethnomethodological conversation analysis as tools for expanding Universal Design for Learning: the case of visually impaired mathematics students. ZDM 51:2, pages 291-303.
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Jenni Ingram, Nick Andrews & Andrea Pitt. (2019) When students offer explanations without the teacher explicitly asking them to. Educational Studies in Mathematics 101:1, pages 51-66.
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Jenni Ingram. (2018) Moving forward with ethnomethodological approaches to analysing mathematics classroom interactions. ZDM 50:6, pages 1065-1075.
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Martin Majcík. (2018) Postupy používané učiteli ve vztahu k žákovské chybě při interakci s celou třídou. Pedagogická orientace 28:3, pages 472-495.
Crossref
František Tůma. 2017. Interakce ve výuce anglického jazyka na vysoké škole pohledem konverzační analýzy. Interakce ve výuce anglického jazyka na vysoké škole pohledem konverzační analýzy.

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