Improving pre-service teachers' diagnostic judgments regarding task difficulties in the domain of fractions and angles -A process-oriented investigation with Eye-Tracking - Archive ouverte HAL Access content directly
Conference Papers Year : 2022

Improving pre-service teachers' diagnostic judgments regarding task difficulties in the domain of fractions and angles -A process-oriented investigation with Eye-Tracking

Abstract

In this ongoing study, the focus is put on the potential influence of specific knowledge on pre-service teachers’ judgment processes when diagnosing the difficulty of mathematics tasks. It is assumed that pre-service teachers use their knowledge in order to identify difficulty-generating task characteristics and to evaluate them in terms of their difficulty for students. To examine this assumption, an experimental group, in which participating pre-service teachers acquire knowledge about typical student difficulties and specific difficulty-generating task characteristics is compared with a control group. Using eye-tracking technology and stimulated recall interviews, indicators for diagnostic judgment processes are collected and compared between conditions. First results suggest that specific knowledge leads to a more efficient judgment process and enables pre-service teachers to identify and correctly evaluate difficulty-generating task characteristics more frequently.
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Dates and versions

hal-03744869 , version 1 (03-08-2022)

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  • HAL Id : hal-03744869 , version 1

Cite

Saskia Schreiter, Markus Vogel, Markus Rehm, Tobias Dörfler. Improving pre-service teachers' diagnostic judgments regarding task difficulties in the domain of fractions and angles -A process-oriented investigation with Eye-Tracking. Twelfth Congress of the European Society for Research in Mathematics Education (CERME12), Feb 2022, Bozen-Bolzano, Italy. ⟨hal-03744869⟩

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