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ERIC Number: EJ968124
Record Type: Journal
Publication Date: 2012-Jun
Pages: 37
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1571-0068
Enhancing Mathematics Teachers' Knowledge of Students' Thinking from Assessing and Analyzing Misconceptions in Homework
An, Shuhua; Wu, Zhonghe
International Journal of Science and Mathematics Education, v10 n3 p717-753 Jun 2012
This study focuses on teacher learning of student thinking through grading homework, assessing and analyzing misconceptions. The data were collected from 10 teachers at fifth-eighth grade levels in the USA. The results show that assessing and analyzing misconceptions from grading homework is an important approach to acquiring knowledge of students' thinking. By engaging in the inquiry process of the 4 steps of identifying errors, analyzing reasons for the errors, designing approaches for correction, and taking action for correction, the teachers made obvious progress in their knowledge of students' thinking, understood the difficulties and challenges their students had in learning mathematics, and enhanced their pedagogical content knowledge.
Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Elementary Secondary Education; Grade 5; Grade 6; Grade 7; Grade 8; Middle Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A