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Learning from Mistakes: Not Just for Students by Rob Wieman & James Hiebert - October 10, 2018Educational researchers and theorists have noted the importance of student experimentation and learning from mistakes. The authors of this commentary argue that teachers need the same kinds of opportunities, calling for a cultural shift that acknowledges the centrality of experimentation, which inevitably includes mistakes, in teaching and teacher learning.To view the full-text for this article you must be signed-in with the appropriate membership. Please review your options below:
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- Rob Wieman
Rowan University
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ROB WIEMAN is an associate professor in the Department of STEAM Education at Rowan University. He began his career as a math teacher and instructional coach in the New York City Public School system, and now works with in-service and pre-service math teachers and researches efforts to improve mathematics instruction. He is the author, with Fran Arbaugh, of Success from the Start: Your First Years Teaching Secondary Mathematics.
- James Hiebert
University of Delaware
E-mail Author
JAMES HIEBERT is the Robert J. Barkley Professor of Education at the University of Delaware, where he researches mathematics teaching, learning and teacher education. He co-authored Making Sense: Teaching and Learning Mathematics with Understanding and The Teaching Gap: Best Ideas from the World’s Teachers for Improving Education in the Classroom.
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