Název: Mistakes in teaching and learning : editorial
Zdrojový dokument: Studia paedagogica. 2024, roč. 29, č. 2, s. [5]-8
Rozsah
[5]-8
-
ISSN2336-4521 (online)
Trvalý odkaz (handle): https://hdl.handle.net/11222.digilib/digilib.80621
Type: Editorial; Ediční poznámka
Jazyk
Licence: Neurčená licence
Přístupová práva
otevřený přístup
Upozornění: Tyto citace jsou generovány automaticky. Nemusí být zcela správně podle citačních pravidel.
Reference
[1] Borasi, R. (1994). Capitalizing on errors as "springboards for inquiry": A teaching experiment. Journal for Research in Mathematics Education, 25(2), 166–208. https://doi.org/10.2307/749507
[2] Di Battista, S. (2024). 'She is failing; he is learning': Gender-differentiated attributions for girls' and boys' errors. British Journal of Educational Psychology. https://doi.org/10.1111/bjep.12665
[3] Gagatsis, A., & Kyriakides, L. (2000). Teachers' attitudes towards their pupils' mathematical errors. Educational Research, 6(1), 24–58. https://doi.org/10.1076/1380-3611(200003)6:1;1-I;FT024
[4] Grassinger, R., Scheunpflug, A., Zeinz, H., & Dresel, M. (2018). Smart is who makes lots of errors? The relevance of adaptive reactions to errors and a positive error climate for academic achievement. High Ability Studies, 29(1), 37–49. https://doi.org/10.1080/13598139.2018.1459294
[5] Ingram, J., Pitt, A., & Baldry, F. (2015). Handling errors as they arise in whole-class interactions. Research in Mathematics Education, 17(3), 183–197. https://doi.org/10.1080/14794802.2015.1098562
[6] Käfer, J., Kuger, S., Klieme, E., & Kunter, M. (2019). The significance of dealing with mistakes for student achievement and motivation: Results of doubly latent multilevel analyses. European Journal of Psychology of Education, 34(4), 731–753. https://doi.org/10.1007/s10212-018-0408-7
[7] Rach, S., Ufer, S., & Heinze, A. (2013). Learning from errors: Effects of teachers training on students' attitudes towards and their individual use of errors. PNA, 8(1), 21–30. https://doi.org/10.30827/PNA.V8I1.6122
[8] Reindl, M., Tulis, M., & Dresel, M. (2020). Profiles of emotional and motivational self-regulation following errors: Associations with learning. Learning and Individual Differences, 77, 1–11. https://doi.org/10.1016/j.lindif.2019.101806
[9] Santagata, R. (2004). "Are you joking or are you sleeping?" Cultural beliefs and practices in Italian and U.S. teachers' mistake-handling strategies. Linguistics and Education, 15(1), 141–164. https://doi.org/10.1016/j.linged.2004.12.002
[10] Sharabi, Y., & Roth, G. (2024). Emotion regulation styles and the tendency to learn from academic failures. British Journal of Educational Psychology. https://doi.org/10.1111/bjep.12696
[11] Soncini, A., Matteucci, M. C., & Butera, F. (2021). Error handling in the classroom: An experimental study of teachers' strategies to foster positive error climate. European Journal of Psychology of Education, 36(3), 719–738. https://doi.org/10.1007/s10212-020-00494-1
[12] Soncini, A., Matteucci, M. C., & Butera, F. (2023). Errors: Springboard for learning or tool for evaluation? Ambivalence in teachers' error-related beliefs and practices. Social Psychology of Education, 27, 1455–1479. https://doi.org/10.1007/s11218-023-09867-y
[13] Steuer, G., Rosentritt-Brunn, G., & Dresel, M. (2013). Dealing with errors in mathematics classrooms: Structure and relevance of perceived error climate. Contemporary Educational Psychology, 38(3), 196–210. https://doi.org/10.1016/j.cedpsych.2013.03.002
[14] Tulis, M. (2013). Error management behavior in classrooms: Teachers' responses to student mistakes. Teaching and Teacher Education, 33, 56–68. https://doi.org/10.1016/j.tate.2013.02.003
[15] Tulis, M., & Ainley, M. (2011). Interest, enjoyment and pride after failure experiences? Predictors of students' state-emotions after success and failure during learning in mathematics. Educational Psychology, 31(7), 779–807. https://doi.org/10.1080/01443410.2011.608524
[16] Wang, Y., & Li, L. M. W. (2024). Relationships between parental involvement in homework and learning outcomes among elementary school students: The moderating role of societal collectivism–individualism. British Journal of Educational Psychology, 94(3), 881–896. https://doi.org/10.1111/bjep.12692
[17] Zander, L., Kreutzmann, M., & Wolter, I. (2014). Constructive handling of mistakes in the classroom: The conjoint power of collaborative networks and self-efficacy beliefs. Zeitschrift für Erziehungswissenschaft, 17(5), 205–223. https://doi.org/10.1007/s11618-014-0558-6
[2] Di Battista, S. (2024). 'She is failing; he is learning': Gender-differentiated attributions for girls' and boys' errors. British Journal of Educational Psychology. https://doi.org/10.1111/bjep.12665
[3] Gagatsis, A., & Kyriakides, L. (2000). Teachers' attitudes towards their pupils' mathematical errors. Educational Research, 6(1), 24–58. https://doi.org/10.1076/1380-3611(200003)6:1;1-I;FT024
[4] Grassinger, R., Scheunpflug, A., Zeinz, H., & Dresel, M. (2018). Smart is who makes lots of errors? The relevance of adaptive reactions to errors and a positive error climate for academic achievement. High Ability Studies, 29(1), 37–49. https://doi.org/10.1080/13598139.2018.1459294
[5] Ingram, J., Pitt, A., & Baldry, F. (2015). Handling errors as they arise in whole-class interactions. Research in Mathematics Education, 17(3), 183–197. https://doi.org/10.1080/14794802.2015.1098562
[6] Käfer, J., Kuger, S., Klieme, E., & Kunter, M. (2019). The significance of dealing with mistakes for student achievement and motivation: Results of doubly latent multilevel analyses. European Journal of Psychology of Education, 34(4), 731–753. https://doi.org/10.1007/s10212-018-0408-7
[7] Rach, S., Ufer, S., & Heinze, A. (2013). Learning from errors: Effects of teachers training on students' attitudes towards and their individual use of errors. PNA, 8(1), 21–30. https://doi.org/10.30827/PNA.V8I1.6122
[8] Reindl, M., Tulis, M., & Dresel, M. (2020). Profiles of emotional and motivational self-regulation following errors: Associations with learning. Learning and Individual Differences, 77, 1–11. https://doi.org/10.1016/j.lindif.2019.101806
[9] Santagata, R. (2004). "Are you joking or are you sleeping?" Cultural beliefs and practices in Italian and U.S. teachers' mistake-handling strategies. Linguistics and Education, 15(1), 141–164. https://doi.org/10.1016/j.linged.2004.12.002
[10] Sharabi, Y., & Roth, G. (2024). Emotion regulation styles and the tendency to learn from academic failures. British Journal of Educational Psychology. https://doi.org/10.1111/bjep.12696
[11] Soncini, A., Matteucci, M. C., & Butera, F. (2021). Error handling in the classroom: An experimental study of teachers' strategies to foster positive error climate. European Journal of Psychology of Education, 36(3), 719–738. https://doi.org/10.1007/s10212-020-00494-1
[12] Soncini, A., Matteucci, M. C., & Butera, F. (2023). Errors: Springboard for learning or tool for evaluation? Ambivalence in teachers' error-related beliefs and practices. Social Psychology of Education, 27, 1455–1479. https://doi.org/10.1007/s11218-023-09867-y
[13] Steuer, G., Rosentritt-Brunn, G., & Dresel, M. (2013). Dealing with errors in mathematics classrooms: Structure and relevance of perceived error climate. Contemporary Educational Psychology, 38(3), 196–210. https://doi.org/10.1016/j.cedpsych.2013.03.002
[14] Tulis, M. (2013). Error management behavior in classrooms: Teachers' responses to student mistakes. Teaching and Teacher Education, 33, 56–68. https://doi.org/10.1016/j.tate.2013.02.003
[15] Tulis, M., & Ainley, M. (2011). Interest, enjoyment and pride after failure experiences? Predictors of students' state-emotions after success and failure during learning in mathematics. Educational Psychology, 31(7), 779–807. https://doi.org/10.1080/01443410.2011.608524
[16] Wang, Y., & Li, L. M. W. (2024). Relationships between parental involvement in homework and learning outcomes among elementary school students: The moderating role of societal collectivism–individualism. British Journal of Educational Psychology, 94(3), 881–896. https://doi.org/10.1111/bjep.12692
[17] Zander, L., Kreutzmann, M., & Wolter, I. (2014). Constructive handling of mistakes in the classroom: The conjoint power of collaborative networks and self-efficacy beliefs. Zeitschrift für Erziehungswissenschaft, 17(5), 205–223. https://doi.org/10.1007/s11618-014-0558-6