SECONDARY SCHOOL MATHEMATICS TEACHERS' DISPOSITION TOWARD MISTAKES: CROSS-CULTURAL MIXED METHODS STUDY

Abstract

The reported mixed methods study focused on exploration of mathematics teachers' dispositions toward errors in two countries - Mexico and USA. More specifically, this study addressed borderland secondary teachers' dispositions toward mistakes in teaching and learning mathematics. An explanatory sequential method design was used that involved collecting quantitative data first and then explaining the quantitative results with in-depth qualitative analysis. The instrument - Error Orientation Questionnaire (EOQ) - was used to collect quantitative data on teachers' disposition toward errors in the context of their own learning and their students learning. Following up on EOQ, the semi-structured interview was used to collect qualitative data. Two research questions guided the study. First, we were interested in what dispositions toward mathematical mistakes do secondary teachers in the US and Mexico have. The second question addressed ways the interview aimed at teachers' dispositions toward errors helped to explain the quantitative results.

The reported mixed methods study focused on exploration of mathematics teachers' dispositions toward errors in two countries - Mexico and USA. More specifically, this study addressed borderland secondary teachers' dispositions toward mistakes in teaching and learning mathematics. An explanatory sequential method design was used that involved collecting quantitative data first and then explaining the quantitative results with in-depth qualitative analysis. The instrument - Error Orientation Questionnaire (EOQ) - was used to collect quantitative data on teachers' disposition toward errors in the context of their own learning and their students learning. Following up on EOQ, the semi-structured interview was used to collect qualitative data. Two research questions guided the study. First, we were interested in what dispositions toward mathematical mistakes do secondary teachers in the US and Mexico have. The second question addressed ways the interview aimed at teachers' dispositions toward errors helped to explain the quantitative results.