Representational accuracy in pre-service teachers’ analyses of a classroom vignette on a students’ difficulty with fractions - Archive ouverte HAL
Communication Dans Un Congrès Année : 2023

Representational accuracy in pre-service teachers’ analyses of a classroom vignette on a students’ difficulty with fractions

Sebastian Kuntze
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  • PersonId : 978896
Jens Krummenauer
  • Fonction : Auteur
  • PersonId : 1060154

Résumé

Supportive teacher reactions to students’ mistakes require an accurate analysis of the student’s thinking. The use of representations of mathematical objects is often a key criterion for such an analysis and allows to detect students’ difficulties at the origin of mistakes. However, empirical research on whether pre-service teachers are able to accurately carry out such analyses of classroom situations is still scarce. Consequently, this study examines whether 56 pre-service teachers, who had previously been introduced to a mathematics education background related to representation registers, actually used this analysis criterion framework when confronted with a vignette showing a classroom situation in which a student shows difficulties with fraction calculation. The analysis yielded that only in exceptional cases, pre-service teachers accurately used criteria related to representations – which calls for reinforced support through vignette-based learning opportunities.
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Dates et versions

hal-04421391 , version 1 (27-01-2024)

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  • HAL Id : hal-04421391 , version 1

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Sebastian Kuntze, Pere Ivars, Jens Krummenauer. Representational accuracy in pre-service teachers’ analyses of a classroom vignette on a students’ difficulty with fractions. Thirteenth Congress of the European Society for Research in Mathematics Education (CERME13), Alfréd Rényi Institute of Mathematics; Eötvös Loránd University of Budapest, Jul 2023, Budapest, Hungary. ⟨hal-04421391⟩

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