Impacts of a mathematical mistake on preservice teachers’ eliciting of student thinking
Résumé
We report on a study of preservice teachers’ eliciting performances in a scenario in which a student has made a mistake and, if sufficiently probed, is able to recognize the mistake and revise their work. Our findings reveal the skills and capabilities of one group of preservice teachers at the start of a teacher education program.
Domaines
| Origine | Fichiers produits par l'(les) auteur(s) |
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