Exploring Pre-Service Teachers' Handling of Student Errors in Fractions: A Case-Based Study/Istraživanje načina na koji budući učitelji reagiraju na učenikove pogreške u razlomcima: studija temeljena na slučajevima
DOI:
https://doi.org/10.15516/cje.v28i3.41363Keywords:
conceptual understanding, theory-practice connection, teacher decision making, student mistakes, mathematics learningAbstract
Abstract
The purpose of this research is to explore the extent to which pre-service mathematics teachers handle students' errors in fraction multiplication and division within a teacher education course grounded in conceptual understanding and case-based pedagogy. A learning environment was purposefully designed to strengthen the connection between theory and practice using teaching cases. The findings show that case-based pedagogy helps pre-service teachers notice the underlying reasons for students' errors in fraction operations and handle these errors conceptually. The findings are discussed by focusing on common errors in learning fraction multiplication and division, the theory-practice connection, participants' attention to student errors, and the instructor's dual roles in supporting the learning of fractions.
Keywords: conceptual understanding; mathematics learning; teacher decision making; theory-practice connection; student mistakes
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Sažetak
Svrha ovoga istraživanja jest istražiti u kojoj mjeri budući nastavnici matematike reagiraju na učenikove pogreške u množenju i dijeljenju razlomaka unutar kolegija za obrazovanje učitelja koji se temelji na konceptualnom razumijevanju i pedagogiji temeljenoj na slučajevima. Okružje za učenje namjerno je osmišljeno kako bi se ojačala povezanost između teorije i prakse korištenjem nastavnih slučajeva. Rezultati pokazuju da pedagogija temeljena na slučajevima pomaže budućim nastavnicima uočiti temeljne razloge učenikovih pogrešaka u operacijama s razlomcima te konceptualno pristupiti tim pogreškama. O nalazima se raspravlja usredotočujući se na česte pogreške u učenju množenja i dijeljenja razlomaka, na povezanost teorije i prakse, usmjerenost sudionika na učenikove pogreške te dvojne uloge nastavnika u podržavanju učenja razlomaka.
Ključne riječi: donošenje nastavničkih odluka; konceptualno razumijevanje; povezanost teorije i prakse; učenikove pogreške; učenje matematike
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