A Collective Case Study of the Influence of Teachers’ Beliefs and Knowledge on Error-Handling Practices During Class Discussion of Mathematics

This collective case study examines the influence of 4 third-grade teachers’ beliefs about and knowledge of their error-handling practices during class discussion of mathematics. Study findings suggest that, although teachers’ ways of handling student errors during class discussion of mathematics are clearly linked to both teacher beliefs and teacher knowledge, some aspects of teacher response are more strongly linked to knowledge and others are influenced more by beliefs.