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ERIC Number: EJ1173351
Record Type: Journal
Publication Date: 2018
Abstractor: As Provided
Examining Preservice Secondary Mathematics Teachers' Responses to Student Work to Solve Linear Equations
Casey, Stephanie; Lesseig, Kristin; Monson, Debra; Krupa, Erin E.
Mathematics Teacher Education and Development, v20 n1 p132-153 2018
This study examined proposed teacher responses to students' work to investigate how they respond, what characteristics of a good response are more difficult than others to achieve, and whether particular student error types are more difficult to respond to appropriately. Sixteen preservice secondary mathematics teachers' proposed responses to five students' work to solve linear equations were analysed based on four characteristics of a good response: work toward student learning objective, draw on presented student thinking, draw on research on students' mathematical development, and leave space for students' future thinking. The preservice teachers' responses consistently met the last characteristic, but their skill at meeting the other characteristics differed markedly based on the type of student error in the work sample. An implication is the need to help preservice teachers learn how to address conceptual issues in their responses rather than solely focusing on procedural errors that are often irrelevant to meeting the learning objective.
Descriptors: Secondary School Mathematics, Preservice Teacher Education, Preservice Teachers, Equations (Mathematics), Teacher Response, Feedback (Response), Problem Solving, Student Teacher Attitudes, Teaching Skills, Error Patterns, Interviews, Transcripts (Written Records), Incidence, Teaching Methods
Mathematics Education Research Group of Australasia. GPO Box 2747, Adelaide SA 5001, Australia. Tel: +61-8-8363-0288; Fax: +61-8-8362-9288; e-mail: firstname.lastname@example.org; Web site: http://www.merga.net.au/
Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education
Authoring Institution: N/A
Grant or Contract Numbers: N/A