From Mistake-Making to Sense-Making in the Classroom: How Teacher Intentions Construct Revision in Mathematics Environments

• In Event: AERA Roundtable Session Sunday 7:45 am - Gold 2
  In Roundtable Session: Teacher Experiences in the Mathematics Classroom: From Intentions to Interpretations

Abstract

The mathematics education research community continues to look for gaps in perceptions between teachers and students that could lead to attrition and disinterest in pursuing mathematics in later years. This proposal weaves those research veins into one theory, connecting the function of revision to the student learning cycle, made possible depending on the teachers’ support of revision in mathematics education and its role in their classrooms. Analysis of teacher interviews and student survey responses found discordance between teachers’ perceptions of revision and students’ feedback of classroom reality.

Authors

• Hannah Carlan, Washington State University

• Heather Byington, Washington State University

• Raisa June Ebner, Washington State University - Tri-Cities

• Jonah B. Firestone, Washington State University - Tri-Cities

• Ethan P. Smith, Washington State University - Tri-Cities