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

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.