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Specialised Content Knowledge: Evidence of pre-service teachers' appraisal of student errors in proportional reasoning

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Bibliographic Details
Title: Specialised Content Knowledge: Evidence of pre-service teachers' appraisal of student errors in proportional reasoning
Contributors: 38th annual conference of the Mathematics Education Research Group of Australasia Queensland, Australia 1-6 July 2015, Chinnappan, Mohan, White, Bruce
Publisher Information: Australia : Mathematics Education Research Group of Australasia, 2015.
Publication Year: 2015
Subject Terms: 4. Education, 05 social sciences, mathematics teacher knowledge, specialised content knowledge, 0503 education
Description: That the quality of teachers’ knowledge has direct impact on students’ engagement and learning outcomes in mathematics is now well established. But questions about the nature of this knowledge and how to characterise that knowledge are important for mathematics educators. In the present study, we examine a strand of Specialised Content Knowledge, SCK (Ball, Thames and Phelps, 2008) of a group of pre-service teachers in the domain of proportional reasoning. In particular, we were concerned with teachers’ knowledge of evaluation of the plausibility of students’ claims and errors. Our preliminary results indicate that the participants, as a group, had developed a sense of student error but experienced difficulty in explaining the source of these errors. Refereed/Peer-reviewed
Document Type: Conference object
Language: English
Access URL: https://hdl.handle.net/11541.2/118952
Accession Number: edsair.od......1231..c9ca2f75b4fc6c96d673fc598ef0796f
Database: OpenAIRE
Description
Abstract:That the quality of teachers’ knowledge has direct impact on students’ engagement and learning outcomes in mathematics is now well established. But questions about the nature of this knowledge and how to characterise that knowledge are important for mathematics educators. In the present study, we examine a strand of Specialised Content Knowledge, SCK (Ball, Thames and Phelps, 2008) of a group of pre-service teachers in the domain of proportional reasoning. In particular, we were concerned with teachers’ knowledge of evaluation of the plausibility of students’ claims and errors. Our preliminary results indicate that the participants, as a group, had developed a sense of student error but experienced difficulty in explaining the source of these errors. Refereed/Peer-reviewed