Mathematics Teachers' Interpretative Knowledge of Students' Errors and Non-Standard Reasoning

Autor/inn/en	Mellone, Maria; Ribeiro, Miguel; Jakobsen, Arne; Carotenuto, Gemma; Romano, Piera; Pacelli, Tiziana
Titel	Mathematics Teachers' Interpretative Knowledge of Students' Errors and Non-Standard Reasoning
Quelle	In: Research in Mathematics Education, 22 (2020) 2, S.154-167 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Ribeiro, Miguel) ORCID (Jakobsen, Arne)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1479-4802
DOI	10.1080/14794802.2019.1710557
Schlagwörter	Mathematics Instruction; Mathematics Teachers; Knowledge Level; Pedagogical Content Knowledge; Comparative Analysis; Teaching Methods; Error Patterns; Thinking Skills; Graduate Students; Masters Programs; Foreign Countries; Secondary School Teachers; Preservice Teachers; Italy + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Wissensbasis; Pädagogische Kompetenz; Teaching method; Lehrmethode; Unterrichtsmethode; Fehlertyp; Denkfähigkeit; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Magister course; Magisterstudiengang; Ausland; Italien
Abstract	In this work, we examined mathematical knowledge mobilised by mathematics teachers while interpreting students' answers, which we denote as Interpretative Knowledge (IK). In particular, we analysed the IK of prospective mathematics teachers (PTs), who were students of a Mathematics Education course for the Master's Degree in Mathematics. In order to study the possible development of the IK of these students, we explored their interpretations of secondary students' productions and compared those given before, during, and after a collective discussion about these productions. Our findings reveal considerable differences in PTs' knowledge and interpretations provided during the three activities, confirming that these and similar activities can be useful in training mathematics teachers in order to develop their IK. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01