Abstract
Working to correct misconceptions and errors is a natural part of teaching and learning mathematics. Rather than seeing errors as something to avoid, how can teachers and students capitalize on them to create learning opportunities? Catalyzing Change in High School Mathematics: Initiating Critical Conversations suggests that teachers actively plan for student errors and misconceptions by designing lessons that— promote a classroom culture in which mistakes and errors are viewed as important reasoning opportunities to encourage a wider range of students to engage in mathematical discussions with their peers and the teacher. (NCTM 2018, p. 34)
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