Inspection-Worthy Mistakes: Which? And Why?

Carefully select and leverage student errors for whole-class discussions to benefit the learning of all.

Contributor Notes

Angela T. Barlow, abarlow5@uca.edu, is the Dean of the Graduate School and Director of Sponsored Programs at the University of Central Arkansas in Conway. Her research interests focus on the instructional change process in elementary mathematics classrooms.

Lucy A. Watson, law6z@mtmail.mtsu.edu, is a doctoral student in the Mathematics and Science Education PhD program at Middle Tennessee State University in Murfreesboro. She is interested in the nature of mathematics and prospective elementary teachers' views of mathematics.

Amdeberhan A. Tessema, aat3q@mtmail.mtsu.edu, is a doctoral student in the Mathematics and Science Education PhD program at Middle Tennessee State University in Murfreesboro. His research interests include in-service mathematics teachers' professional development, the integration of technology, and college level students' conceptual understandings of mathematics.

Alyson E. Lischka, alyson.lischka@mtsu.edu, is an assistant professor of mathematics education at Middle Tennessee State University in Murfreesboro. She is interested in how beginning and practicing teachers learn to implement mathematical practices in their classrooms.

Jeremy F. Strayer, jeremy.strayer@mtsu.edu, is an associate professor of mathematics education at Middle Tennessee State University in Murfreesboro. He has an interest in creating professional development opportunities to support K–16 teachers working to implement standards-based teaching practices.

(Corresponding author is Barlow abarlow5@uca.edu)(Corresponding author is Watson law6z@mtmail.mtsu.edu)(Corresponding author is Tessema aat3q@mtmail.mtsu.edu)(Corresponding author is Lischka alyson.lischka@mtsu.edu)(Corresponding author is Strayer jeremy.strayer@mtsu.edu)
Teaching Children Mathematics

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