Mathematics educator transformation(s) by reflecting on students' non-standard reasoning
Résumé
In this study, we present some results stemming from a research work exploring the way in which prospective teachers develop their interpretative knowledge and awareness by discussing students' errors and non-standard reasoning. For this purpose, we designed a particular kind of task that was administrated and discussed in our own lectures. The discussions and reflections associated with this experience allowed us, as educators, to expand our own mathematical knowledge and awareness. Based on the analysis of video-recorded lessons delivered as a part of a course based in Italy, we will argue that work grounded in discussing students' naive ideas/non-standard reasoning represents a core aspect of the mathematics teachers' education field, whereby educators are also viewed as learners.
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