Regine Cassandra Lau, Peter John Anderson, Joshua F Wiley, Derek Huang, Faisha Surjatin, Paul McIntosh, Susan Gathercole, Megan Spencer-Smith
Working Memory Training for Children Using the Adaptive, Self-Select, and Stepwise Approaches to Setting the Difficulty Level of Training Activities: Protocol for a Randomized Controlled Trial
JMIR research protocols
mathematics classrooms typically characterized considerable heterogeneity respect students knowledge skills mathematics teachers need highly attentive students thinking learning difficulties misconceptions may develop identification potential errors appropriate ways approach crucial attaining positive learning outcomes paper explores knowledge affectivemotivational skills teachers require effectively identify approach students errors address research question within german followup study teacher education development study mathematics tedsm 131 primary school mathematics teachers ability identify students errors assessed based digitalized speed test showing different students solutions written notation b three video vignettes showed different scenes mathematics classes scenes dealt among things children struggled lessons mathematical content teachers asked analyze students thinking determine best react addition teachers mathematics pedagogical content knowledge mathematical content knowledge beliefs assessed separate tests served predictors teachers abilities identify analyze deal students errors results indicate components interrelated however path analysis reveals teachers ability deal students errors mainly predicted constructivist beliefs ability quickly identify typical students errors largely dependent mathematics content knowledge results show central filtering function beliefs teachers believe students must shape create learning processes successful perceiving analyzing student errors classroom situations may understand errors learning opportunities thus pay specific attention occurrences