Teachers' response to unexplained answers - Mathematics teacher and classroom practices Access content directly
Conference Papers Year : 2015

Teachers' response to unexplained answers


This paper studies students' unexplained answers and how teachers respond. The data is from observations of teaching in five different classrooms at Norwegian upper primary schools. Using frameworks and concepts usable to describe classroom discourse on a turn-by-turn basis, it is found that teachers more often attend to details of how and why when responding to unexplained answers than in general. This creates opportunities to learn for the students and opportunities for teachers to gather information usable for formative assessment. It is also observed that these teachers rarely attend to details of how and why when students answers incorrectly and by this limiting opportunities to learn.
Fichier principal
Vignette du fichier
CERME9.TWG19.09.papers.Drageset.pdf (129.3 Ko) Télécharger le fichier
Origin : Publisher files allowed on an open archive

Dates and versions

hal-01289726 , version 1 (17-03-2016)


  • HAL Id : hal-01289726 , version 1


Ove Gunnar Drageset. Teachers' response to unexplained answers. CERME 9 - Ninth Congress of the European Society for Research in Mathematics Education, Charles University in Prague, Faculty of Education; ERME, Feb 2015, Prague, Czech Republic. pp.3009-3014. ⟨hal-01289726⟩
200 View
405 Download


Gmail Facebook X LinkedIn More