Pre-service mathematics teachers' handling of a pupil's incorrect reasoning with a correct answer
The result's identifiers
Result code in IS VaVaI
<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F00216208%3A11320%2F25%3A10495055" target="_blank" >RIV/00216208:11320/25:10495055 - isvavai.cz</a>
Alternative codes found
RIV/00216208:11410/25:10495055
Result on the web
<a href="https://verso.is.cuni.cz/pub/verso.fpl?fname=obd_publikace_handle&handle=qK5vFVTyip" target="_blank" >https://verso.is.cuni.cz/pub/verso.fpl?fname=obd_publikace_handle&handle=qK5vFVTyip</a>
DOI - Digital Object Identifier
<a href="http://dx.doi.org/10.1007/s10649-024-10369-7" target="_blank" >10.1007/s10649-024-10369-7</a>
Alternative languages
Result language
angličtina
Original language name
Pre-service mathematics teachers' handling of a pupil's incorrect reasoning with a correct answer
Original language description
This study, using a scriptwriting task, examines how 52 Czech pre-service mathematics teachers (PMTs) handled a situation in which a fictional pupil's incorrect reasoning resulted in a correct answer. The participants were asked to imagine and provide a script that reflects how the situation could evolve in response to the pupil's incorrect reasoning with a correct answer (IRCA). We found some PMTs allowed the teacher in the scripts to take an active role in directing pupils to realize the IRCA and refute it through counter-examples. After orienting pupils, the teacher moved pupils' thinking forward by foregrounding new strategies towards a more preferred strategy. However, some PMTs allowed pupils in the scripts to take more responsibility in recommending alternative strategies in response to the IRCA and justify the strategies. PMTs suggested teacher involvement or intervention in creating counter-examples considerably more frequently than letting pupils in the scripts provide alternative strategies and justifications. The results of the study highlight the important role of PMTs in harmonizing teaching strategies in their scripts with the curricular necessities and cognitive developments of pupils.
Czech name
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Czech description
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Classification
Type
J<sub>imp</sub> - Article in a specialist periodical, which is included in the Web of Science database
CEP classification
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OECD FORD branch
50301 - Education, general; including training, pedagogy, didactics [and education systems]
Result continuities
Project
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Continuities
I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace
Others
Publication year
2025
Confidentiality
S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů
Data specific for result type
Name of the periodical
Educational Studies in Mathematics
ISSN
0013-1954
e-ISSN
1573-0816
Volume of the periodical
118
Issue of the periodical within the volume
2
Country of publishing house
NL - THE KINGDOM OF THE NETHERLANDS
Number of pages
21
Pages from-to
249-269
UT code for WoS article
001363227700001
EID of the result in the Scopus database
2-s2.0-85210392753