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Title: Mathematical Errors When Teaching: A Case of Secondary Mathematics Prospective Teachers’ Early Field Experiences
The construct of mathematical knowledge for teaching (MKT) has transformed research and practice regarding the mathematical preparation of future teachers. However, the measures used to assess MKT are largely written tasks, which may fail to adequately represent the nature of content knowledge as it is used in instructional decision making. This preliminary report shares initial findings into one measure of MKT in practice – mathematical errors made during planning and enactment of mathematics instruction. We analyzed lesson plans and classroom video from prospective secondary mathematics teachers (PSTs)’ supervised field experiences in college algebra course. We found that there tended be more errors related to understanding of functions (especially logarithmic), but relatively few errors happened overall during instruction. Of the errors made during planning, the majority of these errors were issues of mathematical precision. Implications for the mathematical preparation of secondary PSTs, as well as research on MKT in practice, are discussed.
Authors:
;
Award ID(s):
1725910
Publication Date:
NSF-PAR ID:
10101301
Journal Name:
Proceedings of the 22nd Annual Conference on Research in Undergraduate Education
Page Range or eLocation-ID:
859-865
Sponsoring Org:
National Science Foundation
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