Practices and beliefs in mistake-handling activities: A video study of Italian and US mathematics lessons

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Connected and culturally embedded beliefs: Chinese and US teachers talk about how their students best learn mathematics (2008, background): “Teachers’ decisions are often informed by long-standing cultural practices and organizational structures that may or may not be consistent with their beliefs about teaching and learning (Santagata, 2005).”
A collective case study of the influence of teachers' beliefs and knowledge on error-handling practices during class discussion of Mathematics (2011, background): “Reflecting findings of other studies (Santagata, 2005; Silver et al., 2005), some teacher participants in this study expressed concerns about discussion of flawed solutions in the whole-class forum.”
The role of perception, interpretation, and decision making in the development of beginning teachers’ competence (2016, background): “…teachers implement in their classrooms teaching strategies they have experienced as students with minimal awareness of pedagogical goals or alternatives, or, more generally, when their practices do not reflect deliberate planning; rather they are the product of cultural routines (Santagata, 2005).”
An international perspective on classroom management: what should prospective teachers learn? (2011, background): “A noteworthy study by Santagata ( 2005 ) reported that Italian teachers were more like Japanese than US teachers in this respect.”