Using Pitfalls to Support Middle School Mathematical Discussion and Equity

Abstract

This study examined how three seventh-grade teachers implemented discussions of mathematical stumbles and errors (pitfalls) while using an instructional supplement. Using a “Math-Talk” framework as a lens, results indicate that some teachers faced a conflict between what they saw as important in maintaining student trust (e.g., validation of correct answers) and giving time and attention to pitfalls. One teacher who celebrated mistakes as learning opportunities, saw that discussion of pitfalls lead to more equitable student engagement. We examined the variation in facilitating discussion across teachers and offer a possible extension to the Math-Talk framework.