Investigating prospective mathematics teachers’ pedagogical approaches in response to students’ errors in the context of mathematical modeling activities

Date

2016-01-01

Author

Didiş, Makbule Gözde
Erbaş, Ayhan Kürşat
Çetinkaya, Bülent

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The purpose of this study was to investigate what pedagogical approaches prospective secondary mathematics teachers would display in response to students’ errors revealed in students’ works on mathematical modeling tasks. Data were collected through individual interviews with seven prospective mathematics teachers. The data analyses revealed five approaches that the prospective teachers preferred: Question-asking (questioning), explaining the right answer, hinting at the correct solution, telling/showing the error, non-intervention. The findings point out prospective teachers’ weaknesses regarding their pedagogical competencies for approaching to students’ errors. The findings suggest that in teacher education programs, mathematics teacher educators should provide appropriate mediums for prospective teachers to examine students’ ways of thinking and to respond to students’ errors.

URI

https://hdl.handle.net/11511/46991

Journal

Elementary Education Online

DOI

https://doi.org/10.17051/io.2016.75429

Collections

Department of Mathematics and Science Education, Article

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Citation Formats

M. G. Didiş, A. K. Erbaş, and B. Çetinkaya, “Investigating prospective mathematics teachers’ pedagogical approaches in response to students’ errors in the context of mathematical modeling activities ,” Elementary Education Online, pp. 1367–1384, 2016, Accessed: 00, 2020. [Online]. Available: https://hdl.handle.net/11511/46991.