INVESTIGATING PRE-SERVICE MIDDLE-SCHOOL MATHEMATICS TEACHERS’ KNOWLEDGE OF STUDENT AND INSTRUCTIONAL STRATEGIES: AN ALGEBRA CASE

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This study examined pre-service middle-school mathematics teachers’ knowledge of possible sources of students’ errors. It also studied their instructional approaches in response to students’ errors on questions involving the use of letters in algebra. This study was conducted with 44 pre- service mathematics teachers (grades 5-8) enrolled in a methods course. In this study, pre-service teachers examined students’ errors, indicated possible sources of errors, and their pedagogical approaches in response to these errors. The data were collected through six teaching scenario tasks, including pre-service teachers’ written explanations. The findings of this study indicated that pre-service mathematics teachers’ knowledge of possible sources of students’ common errors in the use of letters in algebra was poor. Moreover, the data also revealed that pre-service teacher’s knowledge of instructional strategies used to respond to this type of error was poor. This study suggests that mathematics teachers should provide learning opportunities to increase pre-service teachers’ awareness of and ability to respond to students’ common errors in various mathematics topics.

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Pre , service middle school mathematics teachers , algebra , student knowledge , knowledge of teaching

Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi

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Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi