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Teachers' approaches to student errors in mathematics teaching and noticing of their approaches

Artigo2022

Gülşah ÖZDEMİR BAKİ ORCID; Merve Özkaya ORCID; Alper Cihan KONYALIOĞLU ORCID

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Resumo

The aim of this study is to examine the error approach of middle school teachers and their noticing of their approaches. The study was designed as a case study, which is a qualitative research method, and conducted through four middle school mathematics teachers during the pandemic. The data regarding the study were gathered via in class video records and online interviews with the teachers. The videos from the lectures of middle school mathematics teachers were segmented and analysed, hence, their approaches to student errors were identified. Moreover, noticing of the participant teachers on their and their peers' approach were investigated by means of online interviews. The findings of the research indicated the participant teachers mostly opt for the intervention approaches that fall into the category of questioning, and they make delineative and explanatory comments concerning their approaches. Furthermore, it has been observed that the teachers reached deductions through the evaluation of their own approaches, however, most of the time they recommended their own error approaches to the students as an educatory proposition.

Dados da obra

Tipo
Artigo
Periódico
Acta Didactica Napocensia, v. 15, n. 2, p. 209-229
Editora
Babeș-Bolyai University
Ano
2022 (2022-12-31)
Idioma
en
Palavras-chave
student errors; mathematics education; teacher noticing; middle school mathematics teachers; teacher questioning; teacher self-assessment; COVID-19 pandemic; online learning
Temas
Avaliação, Tecnologias Digitais
DOI
10.24193/adn.15.2.14
ISSN
2065-1430
Acesso
Download disponível
Fontes
OpenAlex
Na Biblioteca desde
01/10/2026 · verificada em 03/10/2026

Como citar

ABNT
BAKİ, Gülşah ÖZDEMİR; ÖZKAYA, Merve; KONYALIOĞLU, Alper Cihan. Teachers' approaches to student errors in mathematics teaching and noticing of their approaches. Acta Didactica Napocensia, v. 15, n. 2, p. 209-229, 2022. DOI: https://doi.org/10.24193/adn.15.2.14.

APA

BAKİ, G. Ö., Özkaya, M., & KONYALIOĞLU, A. C. (2022). Teachers' approaches to student errors in mathematics teaching and noticing of their approaches. Acta Didactica Napocensia, 15(2), 209-229. https://doi.org/10.24193/adn.15.2.14

BibTeX
@article{baki2022,
  author = {BAKİ, Gülşah ÖZDEMİR and Özkaya, Merve and KONYALIOĞLU, Alper Cihan},
  title = {Teachers' approaches to student errors in mathematics teaching and noticing of their approaches},
  year = {2022},
  journal = {Acta Didactica Napocensia},
  volume = {15},
  number = {2},
  pages = {209-229},
  publisher = {Babeș-Bolyai University},
  doi = {10.24193/adn.15.2.14},
  language = {en}
}
RIS
TY  - JOUR
AU  - BAKİ, Gülşah ÖZDEMİR
AU  - Özkaya, Merve
AU  - KONYALIOĞLU, Alper Cihan
TI  - Teachers' approaches to student errors in mathematics teaching and noticing of their approaches
PY  - 2022
JO  - Acta Didactica Napocensia
VL  - 15
IS  - 2
SP  - 209
EP  - 229
DO  - 10.24193/adn.15.2.14
LA  - en
ER  -

Referência gerada automaticamente a partir dos metadados das fontes; confira com o documento original. Baixar BibTeX · Baixar RIS

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