Teacher responses to public apparent student error: A critical confluence of mathematics and equitable teaching practice - Archive ouverte HAL Accéder directement au contenu
Communication Dans Un Congrès Année : 2019

Teacher responses to public apparent student error: A critical confluence of mathematics and equitable teaching practice

Reidar Mosvold
  • Fonction : Auteur
  • PersonId : 978882

Résumé

This paper uses analysis of shared video data to discuss teacher responses to public student apparent error. Drawing upon conceptions of student thinking and theories of agency, authority, and mathematical identities, we argue that certain ways of responding to public student apparent error have the potential to elevate student thinking and empower students with mathematical agency, authority, and standing. We also suggest that such teaching practices may be a high-leverage site to develop equitable mathematics teaching.
Fichier principal
Vignette du fichier
TWG19_07.pdf (197.96 Ko) Télécharger le fichier
Origine : Fichiers produits par l'(les) auteur(s)
Loading...

Dates et versions

hal-02430043 , version 1 (07-01-2020)

Identifiants

  • HAL Id : hal-02430043 , version 1

Citer

Hyman Bass, Reidar Mosvold. Teacher responses to public apparent student error: A critical confluence of mathematics and equitable teaching practice. Eleventh Congress of the European Society for Research in Mathematics Education, Utrecht University, Feb 2019, Utrecht, Netherlands. ⟨hal-02430043⟩

Collections

TICE CERME11
76 Consultations
95 Téléchargements

Partager

Gmail Facebook X LinkedIn More