Teacher candidates’ reflections on responding to errors: Exploring their vision and goals

  • Graif F
  • Baldinger E
  • Campbell M
N/ACitations
Citations of this article
7Readers
Mendeley users who have this article in their library.

Abstract

Responding to student errorsis a complex practicethat connects teachers’vision and goals around students, mathematics, and teaching. We explore teacher candidates’(TCs) reflections on responding to errors during rehearsals of whole-class discussionto gain insight into the vision and goals that might influence their thinking. Wediscuss five TCs’assessment of their practice based on video-elicitation interviews to infer their vision around responding to errorsand their associated goals for practice. Inparticular, we attend to how their vision and goals interact in shaping TCs’reflections on practice. This work offers implications for considering TC development and support.

Register to see more suggestions

Mendeley helps you to discover research relevant for your work.

Already have an account?

Cite

CITATION STYLE

APA

Graif, F., Baldinger, E. E., & Campbell, M. P. (2021). Teacher candidates’ reflections on responding to errors: Exploring their vision and goals. The Mathematics Educator, 30(1), 3–24.

Readers' Seniority

Tooltip

Professor / Associate Prof. 1

33%

Lecturer / Post doc 1

33%

Researcher 1

33%

Readers' Discipline

Tooltip

Business, Management and Accounting 1

33%

Social Sciences 1

33%

Mathematics 1

33%

Save time finding and organizing research with Mendeley

Sign up for free