Research on classroom practice and students’ errors in mathematics education: a scoping review of recent developments for 2018-2023

Source abstract

Abstract This paper reviews research on mathematics classroom practice with a focus on student error, misconception, and misunderstanding for 2018–2023. Given the complexity of the phenomena studied and the diversity found in the approaches taken in the research, we conducted a scoping review of peer-reviewed journal article to make literature in this area more visible, and to identify gaps and opportunities within the literature. The results reveal that while existing studies offer insights into error identification, teacher responses, and instructional strategies, significant gaps remain in areas such as digital integration, cultural perspectives, and the long-term impact of error-utilizing approaches. Comparative, longitudinal, and mixed-methods research is needed for providing a more comprehensive understanding of how mathematics teaching and learning engage with student errors.