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Graded Troubleshooting Activities in the Mathematics Classroom

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Bibliographic Details
Title: Graded Troubleshooting Activities in the Mathematics Classroom
Language: English
Authors: Rafi' Safadi, Nadera Hawa
Source: Mathematics Teacher: Learning and Teaching PK-12. 2025 118(1):58-67.
Availability: National Council of Teachers of Mathematics. 1906 Association Drive, Reston, VA 20191. Tel: 800-235-7566; Tel: 703-620-9840; Fax: 703-476-2570; e-mail: publicationsdept@nctm.org; Web site: https://pubs.nctm.org/
Peer Reviewed: Y
Page Count: 10
Publication Date: 2025
Document Type: Journal Articles
Reports - Descriptive
Education Level: Grade 9
High Schools
Junior High Schools
Middle Schools
Secondary Education
Descriptors: Mathematics Education, Mathematics Instruction, Problem Solving, Troubleshooting, Error Correction, Numbers, Mathematical Concepts, Grade 9, Mathematics Skills
DOI: 10.5951/MTLT.2024.0067
ISSN: 0025-5769
2330-0582
Abstract: Graded Troubleshooting (GTS) is a powerful routine that teachers can use easily to engender students' metacognitive thinking and boost their understanding of mathematics concepts and procedures. This article describes a new GTS activity designed to prompt students to efficiently exploit worked examples when asked to diagnose erroneous examples containing typical procedural errors related to exponents. The GTS activity, its implementation in ninth-grade classes studying exponents, and a practical guide for teachers on ways to construct and implement GTS are presented below.
Abstractor: ERIC
Entry Date: 2025
Accession Number: EJ1456706
Database: ERIC
Description
Abstract:Graded Troubleshooting (GTS) is a powerful routine that teachers can use easily to engender students' metacognitive thinking and boost their understanding of mathematics concepts and procedures. This article describes a new GTS activity designed to prompt students to efficiently exploit worked examples when asked to diagnose erroneous examples containing typical procedural errors related to exponents. The GTS activity, its implementation in ninth-grade classes studying exponents, and a practical guide for teachers on ways to construct and implement GTS are presented below.
ISSN:0025-5769
2330-0582
DOI:10.5951/MTLT.2024.0067