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ERIC Number: EJ915534
Record Type: Journal
Publication Date: 2010-Jan
Pages: 16
Abstractor: As Provided
Reference Count: 73
ISBN: N/A
ISSN: ISSN-0036-6803
How Preservice Teachers Interpret and Respond to Student Geometric Errors
Son, Ji-Won; Sinclair, Nathalie
School Science and Mathematics, v110 n1 p31-46 Jan 2010
Recognizing and responding to students' thinking is essential in teaching mathematics, especially when students provide incorrect solutions. This study examined, through a teaching scenario task, elementary preservice teachers' interpretations of and responses to a student's work on a task involving reflective symmetry. Findings revealed that a majority of preservice teachers identified the student's errors from conceptual aspects of reflection rather than from procedural aspects. However, when they responded to the student's errors, preservice teachers tried to cope with them by invoking procedural knowledge. This study also revealed the three types of responses and two different forms of address by preservice teachers to student errors; these categories might provide insight into the difficulties arising in communication between students and teachers. (Contains 3 tables, 3 figures, and 2 notes.)
John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030-5774. Tel: 800-825-7550; Tel: 201-748-6645; Fax: 201-748-6021; e-mail: subinfo@wiley.com; Web site: http://www3.interscience.wiley.com/browse/?type=JOURNAL
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Higher Education
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A