Mathematics teachers' reasons to use (or not) intentional errors

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dc.contributor.authorPalkki, Riikka
dc.contributor.authorHästö, Peter
dc.date.accessioned2024-09-04T09:47:35Z
dc.date.available2024-09-04T09:47:35Z
dc.date.issued2018-12-01
dc.description.abstractMathematics teachers can make use of both spontaneously arising and intentionally planted errors. Open questions about both types of errors were answered by 23 Finnish middle-school teachers. Their reasons to use or not to use errors were analyzed qualitatively. Seven categories were found: Activation and discussion, Analyzing skills, Correcting misconceptions, Learning to live with errors, (Mis)remembering errors, (Mis)understanding error and Time. Compared to earlier results, the teachers placed substantially less emphasis on affective issues, whereas the answers yielded new distinctions in cognitive dimensions. In particular, teachers' inclination to see errors as distractions could be divided into two aspects: students misunderstanding an error in the first place or student forgetting that an error was erroneous. Furthermore, the content analysis revealed generally positive beliefs towards using errors but some reservations about using intentional errors. Teachers viewed intentional errors mainly positively as possibilities for discussion, analysis and learning to live with mistakes.en
dc.formatapplication/pdf
dc.identifier.citationTeaching Mathematics and Computer Science, Vol. 16 No. 2 (2018) , 263-282
dc.identifier.doihttps://doi.org/10.5485/TMCS.2018.0453
dc.identifier.eissn2676-8364
dc.identifier.issn1589-7389
dc.identifier.issue2
dc.identifier.jatitleTeach. Math. Comp. Sci.
dc.identifier.jtitleTeaching Mathematics and Computer Science
dc.identifier.urihttps://hdl.handle.net/2437/379830
dc.identifier.volume16
dc.languageen
dc.relationhttps://ojs.lib.unideb.hu/tmcs/article/view/15020
dc.rights.accessOpen Access
dc.rights.ownerRiikka Palkki and Peter Hästö
dc.subjectlearner erroren
dc.subjectintentional erroren
dc.subjectbeliefsen
dc.subjectmathematics teachingen
dc.subjectmathematics teachersen
dc.titleMathematics teachers' reasons to use (or not) intentional errorsen
dc.typefolyóiratcikkhu
dc.typearticleen
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Teaching Mathematics and Computer Science (DE-journals)