Engaging mathematics students with peers in analyzing errors and formulating feedback improves disposition, increases understanding, and helps students uncover and correct misconceptions while informing opportunities for targeted instruction.

Mathematics Teacher: Learning and Teaching PK-12
  • Bray, Wendy. 2013. “How to Leverage the Potential of Mathematical Errors." Teaching Children Mathematics 19, no. 7 (March): 42431.

  • Leahy, Siobhan , Christine Lyon, Marnie Thompson, and Dylan Wiliam. 2005. “Classroom Assessment: Minute by Minute, Day by Day." Educational Leadership 63, no. 3 (November): 1924.

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  • Lischka, Alyson , Natasha Gerstenschlager, Stephens D. Christopher, Jeremy Strayer, and Angela Barlow. 2018. “Making Room for Inspecting Mistakes." Mathematics Teacher 111, no. 6 (April): 43239.

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  • Rushton, Sheryl. 2018. “Teaching and Learning Mathematics through Error Analysis." Fields Mathematics Education Journal 3, no. 1 (January).

  • Wiliam, Dylan. 2007a. “What Does Research Say the Benefits of Formative Assessment Are?" In Assessment Research Brief. Reston, VA: National Council of Teachers of Mathematics. https://www.nctm.org/Research-and-Advocacy/Research-Brief-and-Clips/Benefits-of-Formative-Assessment/.

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  • Wiliam, Dylan. 2007b. “Five ‘Key Strategies’ for Effective Formative Assessment." In Assessment Research Brief. Reston, VA: National Council of Teachers of Mathematics. https://www.nctm.org/Research-and-Advocacy/Research-Brief-and-Clips/Strategies-for-Formative-Assessment/.

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