Learning to respond to errors: Evidence from scripting tasks

Matthew P. Campbell, Erin E. Baldinger, Sean Freeland, Foster Graif, Joshua Karr

Research output: Contribution to conferencePaperpeer-review


We document secondary mathematics teacher candidates’ (TCs’) development of skill responding to errors in whole-class discussions through a scripting task—a constructed transcript of classroom dialogue that follows a provided scenario. We discuss how TCs’ responses changed over a methods course and what those changes suggest about TC learning. This work offers implications for research both characterizing and supporting TC learning.
Original languageEnglish (US)
Number of pages6
StatePublished - 2019


  • instructional activities and practices
  • teacher education-preservice


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