Corrigendum: Impact of a Short-Term Professional Development Teacher Training on Students’ Perceptions and Use of Errors in Mathematics Learning
Florence Kyaruzi
Jan-Willem Strijbos
Stefan Ufer- 1Department of Educational Psychology and Curriculum Studies, University of Dar es Salaam, Dar es Salaam, Tanzania
- 2Department of Psychology, Ludwig-Maximilians-Universität München, Munich, Germany
- 3Department of Educational Sciences, University of Groningen, Groningen, Netherlands
- 4Chair of Mathematics Education, Ludwig-Maximilians-Universität München, Munich, Germany
A corrigendum on:
Impact of a Short-Term Professional Development Teacher Training on Students’ Perceptions and Use of Errors in Mathematics Learning
by Kyaruzi F, Strijbos J-W and Ufer S (2020) Frontiers in Education. 5:559,122. doi: 10.3389/feduc.2020.559122
Error in Figure
In the original article, there was a mistake in Figure 1 as published. The figure was adopted from Rach et al. (2012), p. 330 and not Rach et al. (2013), p.23. The corrected Figure 1 appears below. The authors apologize for this error and state that this does not change the scientific conclusions of the article in any way. The original article has been updated.
FIGURE 1. The model for learning from errors [adapted from Rach et al. (2012), p. 330].
Incorrect Reference
In the original article, the reference for Insert citation was incorrectly written as Insert full reference. It should be Insert CORRECT reference. The authors apologize for this error and state that this does not change the scientific conclusions of the article in any way. The original article has been updated.
In the original article, the reference for Rach et al. (2013) was incorrectly written as Rach, S., Ufer, S., and Heinze, A. (2013). Learning from errors: effects of teachers’ training on students’ attitudes toward and their individual use of errors. Proc. Natl. Acad. Sci. U.S.A. 8, 21–30. It should be Rach, S., Ufer, S., Heinze, A. (2012). Learning from Errors: Effects of a teacher training on students' attitudes toward and their individual use of errors. In T. Tso (Ed.): Proceedings of the 36th Conference of the International Group for the Psychology of Mathematics Education, Vol. 3, 329–336. Taipei, Taiwan: PME. The authors apologize for this error and state that this does not change the scientific conclusions of the article in any way. The original article has been updated consistently to replace Rach et al. (2013) with Rach et al. (2012).
Conflict of Interest
The authors declare that the research was conducted in the absence of any commercial or financial relationships that could be construed as a potential conflict of interest.
The authors apologize for these errors and state that this does not change the scientific conclusions of the article in any way. The original article has been updated.
Acknowledgments
We cordially thank Gavin Brown for his assistance with the measurement invariance and latent means techniques and feedback on the reporting of the analyses.
Keywords: learning from errors, perceptions of errors, professional development training, secondary mathematics education, quasi-experimental
Citation: Kyaruzi F, Strijbos J-W and Ufer S (2021) Corrigendum: Impact of a Short-Term Professional Development Teacher Training on Students’ Perceptions and Use of Errors in Mathematics Learning. Front. Educ. 5:634597. doi: 10.3389/feduc.2020.634597
Received: 28 November 2020; Accepted: 30 December 2020;
Published: 12 February 2021.
Approved by:
Frontiers in Education Editorial Office, Frontiers Media SA, SwitzerlandCopyright © 2021 Kyaruzi, Strijbos and Ufer. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.
*Correspondence: Florence Kyaruzi, sakyaruzi@gmail.com, florence.kyaruzi@duce.ac.tz