The Video Analysis Of Mathematical Teachers’ Treatment For The Features Of Errors In High School Classes

Concerned about the teachers’ professional development, and ultimately to payattention to the real performance of the teachers in the classroom. Looking at thedomestic and foreign teachers treat to students’ errors in the mathematics classroom,most of the heavy speculative and light empirical. Therefore, the empiricalcomparison of high school mathematics expert and non-expert teachers in theclassroom dealing with the characteristics of students’ errors is necessary.This study which is based on the oral feedbacks of the students’ mistakes and thecognitive level of the difficult task codes uses the video analysis to compare thefeatures of the treatments to mistakes of six high school mathematical expert andnon-expert teachers. This research mainly organizes on two big topics of the expertsand non-experts teachers to treat students’ errors characteristic of verbal feedback andto deal with barriers task features.The results indicate that there contains significant differences in the frequency ofinteractional elicitation, elicitation of correct information, statement of correctinformation, statement of individual ideas between the two groups. Focus on thedegree of elicitation and directly elicitation existence of significant differences.Compared with non-expert teachers, expert teachers establish relatively open, safeexchange classes. There contains significant differences in the percentage of highcognitive level of the difficult task and the frequency of interactional elicitation ofhigh cognitive level of the difficult task. Expert teachers in the average percentage ofthe barriers tasks mathematical correlation higher than the non-expert teachers, theaverage percentage of the barriers tasks related topics higher than the non-expertteachers. Compared with the non-expert teachers, expert teacher’s classes get moreopportunities to participate in a real obstacle task problem solving. Expert teachersdeal with the obstacle tasks still allow students to maintain a high degree ofparticipation, the majority of discussion is reduced to formal discussion in thenon-expert’s classroom. Expert teachers deal with student obstacle task showedstronger mathematical correlation, rather than expert teacher performance is relativelyloose.