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To err is human. The management and emotional implications of teacher error

Lake, E; (2017) To err is human. The management and emotional implications of teacher error. In: Dooley, T and Gueudet, G, (eds.) Proceedings of the Tenth Congress of the European Society for Research in Mathematics Education. (pp. pp. 1122-1129). Dublin City University: Dublin, Ireland. Green open access

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Abstract

Research into errors in mathematics classrooms often centres on student error. Whilst investigating teacher emotional expressions, using data from experienced teachers and affective pathways (Goldin, 2000), I encountered examples of teacher mathematical error occurring in association with expressed emotions. Similarly, I have observed instances of new teachers making errors and hence have begun exploring the implications of teacher error management. In this paper, after describing illustrative examples, I suggest a model based on a continuum of affectively driven strategies that are likely to be familiar to secondary mathematics teachers. Each affectively driven strategy has implications for teacher student relationships and for the learning of mathematics. I discuss some of these implications in terms of longer term affective impact on classroom climate and for students. I offer the model for further discussion in relation to developing growth mindsets.

Type: Proceedings paper
Title: To err is human. The management and emotional implications of teacher error
Event: 10th Congress of European Research in Mathematics Education
Location: Dublin, IRELAND
Dates: 01 February 2017 - 05 February 2017
Open access status: An open access version is available from UCL Discovery
Publisher version: https://keynote.conference-services.net/programme....
Language: English
Additional information: This version is the author accepted manuscript. For information on re-use, please refer to the publisher’s terms and conditions.
Keywords: Social Sciences, Science & Technology, Physical Sciences, Education, Scientific Disciplines, Mathematics, Education & Educational Research, Error handling, emotions, classroom, expertise, BELIEFS
UCL classification: UCL
UCL > Provost and Vice Provost Offices
UCL > Provost and Vice Provost Offices > School of Education
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Curriculum, Pedagogy and Assessment
URI: https://discovery.ucl.ac.uk/id/eprint/10075475
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