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Download full textBaldinger, Erin E.; Campbell, Matthew P.; Graif, Foster – North American Chapter of the International Group for the Psychology of Mathematics Education, 2018
Effectively leading whole-class mathematics discussions is made more difficult when students' contributions are incomplete, imprecise, or not yet correct, and not easily correctable--what we call "errors." Through purposefully designed opportunities to investigate, enact, and reflect on teaching, teacher candidates (TCs) can develop…
Descriptors: Preservice Teachers, Mathematics Instruction, Error Patterns, Error Correction
