Teachers’ Responses to Student Mistakes in Chinese and U.S. Mathematics Classrooms
Teachers’ Responses to Student Mistakes in Chinese and U.S. Mathematics Classrooms
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中美数学课堂上教师对学生错误的应对
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发表时间：
2007
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通讯作者：
M. Perry
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文献类型：
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作者：
Meg Schleppenbach;Lucia M. Flevares;Linda M. Sims;M. Perry
近年来，数学课堂中错误的处理引起了人们的关注，许多研究者认为错误应该作为学生探究数学的起点。在本文报道的研究中，我们通过观察美国和中国小学数学课上对错误的处理，研究了教师如何使用围绕错误的话语来产生探究。为此，我们从中国和美国的一年级（n = 15），四年级和五年级（n = 29）教室录制了44节课，并采访了这些课的老师。我们将这些课程按授课主题（位值或分数）分开，并分析学生错误的频率和教师对这些错误的反应类型。结果表明，美国和中国学生犯错误的频率相似。然而，这两个国家的教师对错误的反应不同。特别是，美国教师比中国教师更多地陈述错误，而中国教师则更多地提出关于错误的后续问题。通过对教师访谈和课堂陈述的定性分析，我们揭示了教师如何使用错误进行探究以及教师对错误的看法。
The treatment of errors in mathematics classrooms has gained attention in recent years, with many researchers suggesting that errors should be used as starting points for student inquiry into mathematics. In the study reported in this article, we examined how teachers used discourse around errors to generate inquiry by looking at the treatment of mistakes in U.S. and Chinese elementary mathematics lessons. To do so, we videotaped 44 lessons from Chinese and U.S. first‐grade (n = 15), and fourth‐ and fifth‐grade (n = 29) classrooms and also interviewed the teachers of the lessons. We separated the lessons by the topic taught (place value or fractions) and analyzed them for frequency of students’ errors and the types of teachers’ responses to these errors. Results indicated that U.S. and Chinese students made errors at similar frequencies. However, the teachers in the 2 countries responded to errors differently. In particular, the U.S. teachers made more statements about errors than the Chinese teachers, who instead asked more follow‐up questions about errors. Relying on qualitative analysis of teacher interview and in‐class statements about errors, we shed light on both how teachers used errors for inquiry and what teachers believed about errors.