“Are you joking or are you sleeping?” Cultural beliefs and practices in Italian and U.S. teachers’ mistake-handling strategies

62 citations recorded by the source corpus.

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

Teachers’ Responses to Student Mistakes in Chinese and U.S. Mathematics Classrooms (2007, background): “In contrast, the literature on mathematics classrooms (e.g., Santagata, 2004; Stigler & Perry, 1988), especially U.S. classrooms, provides multiple examples of teachers discouraging, hiding, or prohibiting errors.”
“Mathematical knowledge for teaching”: adapting U.S. measures for use in Ireland (2008, background): “Several studies suggest that the work of teaching in the United States differs from the work of teaching elsewhere (e.g., Cogan and Schmidt 1999; Santagata 2004; Schmidt et al. 1996; Stigler and Hiebert 1999).”
Practices and beliefs in mistake-handling activities: A video study of Italian and US mathematics lessons (2005, methodology): “US lessons is consistent with the description of mathematics instruction reported in TIMSS for the US (Stigler et al., 1999) and in its extension for Italy ( Santagata, 2005 ).”
An Exploratory Study of the Influence That Analyzing Teaching Has on Preservice Teachers’ Classroom Practice (2015, background): “Research on teachers’ noticing of student thinking finds that teachers typically attend to correct and incorrect answers, the accuracy of students’ ideas, and errors and misconceptions (Santagata, 2004; Schleppenbach, Flevares, Sims, & Perry, 2007; Schleppenbach, Perry, Miller, Sims, & Fang, 2007).”