This article explores how teachers respond to student mistakes in one educational setting--an elite private high school. This qualitative study is a thematic analysis of in-depth, semi-structured interviews with teachers at one such school. The results reveal that in their responses to student mistakes, the teachers work to build trust and…

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…

The aim of the study is to examine prospective mathematics teachers' pedagogical content knowledge in terms of knowledge of understanding students and knowledge of instructional strategies which are the subcomponents of pedagogical content knowledge. The participants of this research consist of 98 prospective teachers who are studying in two…

Mastering algebra is important for future math and postsecondary success. Educators will find practical recommendations for how to improve algebra instruction in the What Works Clearinghouse (WWC) practice guide, "Teaching Strategies for Improving Algebra Knowledge in Middle and High School Students". The methods and examples included in…

When students make mistakes, have misconceptions, or are simply wrong, how their teachers respond either builds new skills and understanding or reinforces errors. An intentional approach to responding when students don't get it includes questions to check for understanding, prompts for cognitive and metacognitive work, cues to divert attention,…