Pre-service mathematics teachers' handling of a pupil's incorrect reasoning with a correct answer

Kód výsledku v 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>

Nalezeny alternativní kódy

RIV/00216208:11410/25:10495055

Výsledek na webu

<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>

Jazyk výsledku

angličtina

Název v původním jazyce

Pre-service mathematics teachers' handling of a pupil's incorrect reasoning with a correct answer

Popis výsledku v původním jazyce

This study, using a scriptwriting task, examines how 52 Czech pre-service mathematics teachers (PMTs) handled a situation in which a fictional pupil&apos;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&apos;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&apos; 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.

Název v anglickém jazyce

Pre-service mathematics teachers' handling of a pupil's incorrect reasoning with a correct answer

Popis výsledku anglicky

This study, using a scriptwriting task, examines how 52 Czech pre-service mathematics teachers (PMTs) handled a situation in which a fictional pupil&apos;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&apos;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&apos; 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.

Druh

J_imp - Článek v periodiku v databázi Web of Science

CEP obor

—

OECD FORD obor

50301 - Education, general; including training, pedagogy, didactics [and education systems]

Projekt

—

Návaznosti

I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace

Rok uplatnění

2025

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Název periodika

Educational Studies in Mathematics

ISSN

0013-1954

e-ISSN

1573-0816

Svazek periodika

118

Číslo periodika v rámci svazku

2

Stát vydavatele periodika

NL - Nizozemsko

Počet stran výsledku

21

Strana od-do

249-269

Kód UT WoS článku

001363227700001

EID výsledku v databázi Scopus

2-s2.0-85210392753