Sophia Schroll

Student errors in class – dealing with mistakes in tension between interaction and subject specific learning

Based on the findings that mistakes have primarily and one-sided been seen as something caused by students (Heinze, 2004), the question arises which classroom participants are involved in dealing with errors in the classroom and to what extent. So far the literature has mainly focused on the behaviour of the teacher (Tulis et al., 2018). Student involvement has hitherto only been described in broad terms.
The project takes this research gap as a starting point to focus on student practices in dealing with errors and the professional and interactive functions of errors. Through targeted observation of students in everyday German and maths lessons, various error situations are to be identified, described and thus made accessible to a qualitative, reconstructive analysis.
The aim is to use this proceed as a basis to address and describe the type of participation, the role of students and their peers and the tensions associated with making mistakes in class in more detail (especially with regards to the dimensions of interaction and subject specific learning).

Studies in Elementary School Teaching (subjects: Mathematics, German, General Studies) at Martin Luther University Halle-Wittenberg