Pre-Service Teachers' Imaginary Creative Approaches to Address Students' Erroneous Understanding of Algebraic Expressions

Autor/in	Eroglu, Deniz
Titel	Pre-Service Teachers' Imaginary Creative Approaches to Address Students' Erroneous Understanding of Algebraic Expressions
Quelle	7 (2023), S.514-536 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Eroglu, Deniz)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Algebra; Mathematics Instruction; Misconceptions; Teacher Student Relationship; Teaching Methods; Preservice Teachers; Mathematics Teachers; Teacher Education Programs; Creativity; Lesson Plans; Elementary School Teachers; Foreign Countries; Turkey + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Missverständnis; Teacher student relationships; Lehrer-Schüler-Beziehung; Teaching method; Lehrmethode; Unterrichtsmethode; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Kreativität; Lesson planning; Unterrichtsplanung; Elementary school; Grundschule; Volksschule; Ausland; Türkei
Abstract	This study examines the creative responses of pre-service mathematics teachers in their lesson plays designed to address sixth-grade students' misconceptions about algebraic expressions. This research employs a qualitative descriptive research design, involving 78 third-year students enrolled in an elementary mathematics education program. Using lesson plays, the pre-service teachers developed hypothetical lessons that demonstrated how dialogues between teachers and students could unfold in a classroom. The research revealed that the pre-service teachers exhibited pedagogical and mathematical flexibility in addressing students' misconceptions in algebraic expressions. While the participants did not display mathematical and pedagogical originality, they were able to create a variety of hypothetical instructional settings. This study highlights the potential of lesson plays as an effective tool to examine pre-service teachers' creativity and explores various pedagogical approaches in their hypothetical instruction. The findings suggest that teacher education programs should include more opportunities for pre-service teachers to develop their creativity using lesson plays and for preparing them to effectively and originally address students' misconceptions about algebraic expressions. (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01