Representational accuracy in pre-service teachers’ analyses of a classroom vignette on a students’ difficulty with fractions
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.
Origine | Fichiers produits par l'(les) auteur(s) |
---|