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This mixed-methods study examines how pre-service teachers in a dual certification elementary and special education program apply error analysis in mathematics. Guided by Shulman’s pedagogical content knowledge (PCK) framework, researchers examined strengths and challenges in participants’ ability to identify, categorize, and describe mathematical errors and determine appropriate instructional supports for remediation. Participants (N = 32) in the third and fourth year of their program examined work samples in two rounds of data collection: a survey, and focus group interviews. Results show participants recognized the value of error analysis as a means of supporting student learning. However, survey results showed they had difficulty describing errors, highlighting challenges in applying their mathematical content knowledge. Findings suggest the need for teacher preparation programs to explicitly focus on error analysis, building both conceptual and pedagogical understandings to foster the ability to recognize the instructional needs of teacher candidates’ future students. Specific recommendations include designing coursework that connects pedagogical and content knowledge, directly teaching an error analysis protocol, and providing explicit opportunities for practice, including discussion and reflection to build pre-service teacher competencies and confidence.
Drelick et al. (Wed,) studied this question.