Preparedness of Pre-Service Primary School Teachers for Error Handling in Mathematics

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F61989592%3A15410%2F19%3A73594143" target="_blank" >RIV/61989592:15410/19:73594143 - isvavai.cz</a>

Výsledek na webu

<a href="https://obd.upol.cz/id_publ/333174029" target="_blank" >https://obd.upol.cz/id_publ/333174029</a>

DOI - Digital Object Identifier

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Jazyk výsledku

angličtina

Název v původním jazyce

Preparedness of Pre-Service Primary School Teachers for Error Handling in Mathematics

Popis výsledku v původním jazyce

Traditionally, mathematics educational theorists try to show pre-service teachers how to handle their learners’ errors. Pre-service teachers should understand that an error is a means of academic achievement rather than something undesirable and feared. Limiting learners’ erroneous performance in the educational process does not improve learning but on the contrary leads to decreased independence, because in the learning process, in the acquisition of mathematical concepts and in solving mathematical tasks, an error is a natural phenomenon. Under precisely specified conditions, an error does not jeopardize the learning process, but in some cases is a source of permanent and solid learning. To be able to handle a learner’s error or even use it for the learner’s personality development is a significant competence of future mathematics teachers. The main objective of the paper is to present the results of a research study carried out in two university faculties in the Czech Republic where future primary school teachers are trained. Each participating faculty uses a different didactic approach to teaching mathematics. The research comprised a total of 121 students. The authors used a questionnaire of their own design, which included a total of 14 items, mostly with forced choice. The paper focused primarily on the following two areas: overall assessment of one’s preparedness for error handling in mathematics classes, and assessment of the quality of university training of error handling. In these areas the respondents commented on their own preparedness for assessing learners’ performance in mathematics, searching for relevant resources and literature concerning error handling, etc. The students were observed to have low self-efficacy in the area of error handling, although they had previous theoretical experience. It was further observed that the method of training of pre-service teachers affected their self-efficacy in the area of error handling.

Název v anglickém jazyce

Preparedness of Pre-Service Primary School Teachers for Error Handling in Mathematics

Popis výsledku anglicky

Traditionally, mathematics educational theorists try to show pre-service teachers how to handle their learners’ errors. Pre-service teachers should understand that an error is a means of academic achievement rather than something undesirable and feared. Limiting learners’ erroneous performance in the educational process does not improve learning but on the contrary leads to decreased independence, because in the learning process, in the acquisition of mathematical concepts and in solving mathematical tasks, an error is a natural phenomenon. Under precisely specified conditions, an error does not jeopardize the learning process, but in some cases is a source of permanent and solid learning. To be able to handle a learner’s error or even use it for the learner’s personality development is a significant competence of future mathematics teachers. The main objective of the paper is to present the results of a research study carried out in two university faculties in the Czech Republic where future primary school teachers are trained. Each participating faculty uses a different didactic approach to teaching mathematics. The research comprised a total of 121 students. The authors used a questionnaire of their own design, which included a total of 14 items, mostly with forced choice. The paper focused primarily on the following two areas: overall assessment of one’s preparedness for error handling in mathematics classes, and assessment of the quality of university training of error handling. In these areas the respondents commented on their own preparedness for assessing learners’ performance in mathematics, searching for relevant resources and literature concerning error handling, etc. The students were observed to have low self-efficacy in the area of error handling, although they had previous theoretical experience. It was further observed that the method of training of pre-service teachers affected their self-efficacy in the area of error handling.

Druh

D - Stať ve sborníku

CEP obor

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OECD FORD obor

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

Projekt

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Návaznosti

S - Specificky vyzkum na vysokych skolach

Rok uplatnění

2019

Kód důvěrnosti údajů

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

Název statě ve sborníku

INTED2019 Proceedings

ISBN

978-84-09-08619-1

ISSN

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e-ISSN

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Počet stran výsledku

5

Strana od-do

2340-2344

Název nakladatele

International Association of Technology, Education and Development (IATED)

Místo vydání

Madrid

Místo konání akce

Valencia

Datum konání akce

11. 3. 2019

Typ akce podle státní příslušnosti

WRD - Celosvětová akce

Kód UT WoS článku

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