Teachers' approaches to student errors in mathematics teaching and noticing of their approaches

Abstract

The aim of this study is to examine the error approach of middle school teachers and their noticing of their approaches. The study was designed as a case study, which is a qualitative research method, and conducted through four middle school mathematics teachers during the pandemic. The data regarding the study were gathered via in class video records and online interviews with the teachers. The videos from the lectures of middle school mathematics teachers were segmented and analysed, hence, their approaches to student errors were identified. Moreover, noticing of the participant teachers on their and their peers' approach were investigated by means of online interviews. The findings of the research indicated the participant teachers mostly opt for the intervention approaches that fall into the category of questioning, and they make delineative and explanatory comments concerning their approaches. Furthermore, it has been observed that the teachers reached deductions through the evaluation of their own approaches, however, most of the time they recommended their own error approaches to the students as an educatory proposition.