Inspecting, Not Correcting, Procedural Mistakes

Author:
Lucy A. Watson Belmont University

Search for other papers by Lucy A. Watson in
Current site
Google Scholar
PubMed Close
,
Elizabeth B. Harkey Auburn University, Auburn, AL

Search for other papers by Elizabeth B. Harkey in
Current site
Google Scholar
PubMed Close
, and
Angela T. Barlow University of South Alabama

Search for other papers by Angela T. Barlow in
Current site
Google Scholar
PubMed Close
Volume/Issue:
Volume 117: Issue 11
Page(s):
832–835
DOI:
https://doi.org/10.5951/MTLT.2024.0076
Restricted access
NCTM members GET ACCESS here
Subjects:
Grade(s) or Audience, Grades 3-5

Let’s broaden the view of what inspecting procedural mistakes looks like in a classroom, while focusing on engaging in reasoning, justifying mathematical ideas, and identifying what can be learned, to promote an asset view of student reasoning.

  • Collapse
  • Expand
Mathematics Teacher: Learning and Teaching PK-12
Cover Mathematics Teacher: Learning and Teaching PK-12

  • Aguirre, J., Mayfield-Ingram, K., & Martin, D. B. (2013). The impact of identity in K-8 mathematics. National Council of Teachers of Mathematics.

    • Search Google Scholar
    • Export Citation

  • Barlow, A. T., Watson, L. A., Tessema, A. A., Lischka, A. E., & Strayer, J. F. (2018). Inspection-worthy mistakes: Which? and Why? Teaching Children Mathematics, 24(6), 384–391. https://doi.org/10.5951/teacchilmath.24.6.0384

    • Search Google Scholar
    • Export Citation

  • Barlow, E. K., & Barlow, A. T. (2020). What would mathematicians do? Providing opportunities for reasoning and sense making. Middle School Journal, 51(3), 5–10. https://doi.org/10.1080/00940771.2020.1735870

    • Search Google Scholar
    • Export Citation

  • Boaler, J. (2016). Mathematical mindsets: Unleashing students’ potential through creative math, inspiring messages and innovative teaching. Jossey-Bass.

    • Search Google Scholar
    • Export Citation

  • Hattie, J. (2023). Visible learning: The sequel. Routledge.

  • Ingram, J., Baldry, F., & Pitt, A. (2013). The influence of how teachers interactionally manage mathematical mistakes on the mathematics that students experience. In B. Ubuz, Ç. Haser, & M. A. Mariotti (Eds.), Proceedings of the 8th congress of the European Society of Research in Mathematics Education (pp. 1487–1495). European Society of Research in Mathematics Education.

    • Search Google Scholar
    • Export Citation

  • National Council of Teachers of Mathematics. (2014). Principles to actions: Ensuring mathematical success for all.

  • National Council of Teachers of Mathematics. (2018). Catalyzing change in high school mathematics.

  • Seda, P., & Brown, K. (2021). Choosing to see: A framework for equity in the math classroom. Dave Burgess Consulting, Inc.

  • Zager, T. J. (2017). Becoming the math teacher you wish you’d had: Ideas and strategies from vibrant classrooms. Stenhouse.

Copyright:
© 2024 by National Council of Teachers of Mathematics, Inc.
Page Count:
4
Article Category:
Research Article
Received:
11 Mar 2024
Accepted:
11 Jun 2024
Print Publication Date:
01 Nov 2024
Online Publication Date:
Nov 2024
All Time Past Year Past 30 Days
Abstract Views 1396 1396 199
Full Text Views 315 315 30
PDF Downloads 457 457 39
EPUB Downloads 0 0 0