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

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Titel: Specialised Content Knowledge: Evidence of pre-service teachers' appraisal of student errors in proportional reasoning
Weitere Verfasser: 38th annual conference of the Mathematics Education Research Group of Australasia Queensland, Australia 1-6 July 2015, Chinnappan, Mohan, White, Bruce
Verlagsinformationen: Australia : Mathematics Education Research Group of Australasia, 2015.
Publikationsjahr: 2015
Schlagwörter: 4. Education, 05 social sciences, mathematics teacher knowledge, specialised content knowledge, 0503 education
Beschreibung: 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
Publikationsart: Conference object
Sprache: English
Zugangs-URL: https://hdl.handle.net/11541.2/118952
Dokumentencode: edsair.od......1231..c9ca2f75b4fc6c96d673fc598ef0796f
Datenbank: OpenAIRE
Beschreibung
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