Unpacking Elementary Preservice Teachers’ Ways of Reflecting on Conceptual Mistakes

Q2 Mathematics

Investigations in Mathematics Learning Pub Date : 2023-03-15 DOI:10.1080/19477503.2023.2187167

N. Wessman-Enzinger, Natasha E. Gerstenschlager

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引用次数: 0

Abstract

ABSTRACT We know that making mistakes in mathematics is an inherent attribute of doing mathematics deeply. Yet, making mistakes is at the root of mathematical fear and anxiety for elementary preservice teachers (PSTs). Valuing mistakes in mathematics is an essential part of shifting from deficient views to asset views of mistakes and having better mathematical learning experiences. In two mathematics content courses at different universities, we implemented a project, “My Favorite Conceptual Mistake,” as a tool for supporting PSTs in reflecting on conceptual mistakes about mathematics. In this article, we describe the ways that the PSTs reflected on mistakes. The PSTs bravely made mistakes about mistakes, joyfully centered mathematical mistakes, and made connections beyond mathematical mistakes. The PSTs, for example, shared how they made mistakes about their mathematical identities or ideas of mathematical pedagogy. Unpacking the ways that PSTs reflected on mistakes expands what we know about supporting mathematical mistakes and enhances PSTs’ experiences with mathematics.

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打开小学语文教师反思概念错误的途径

我们知道，在数学中犯错误是深入学习数学的内在属性。然而，对于小学职前教师来说，犯错是数学恐惧和焦虑的根源。重视数学中的错误是从错误的缺陷观转变为错误的资产观，获得更好的数学学习体验的重要组成部分。在不同大学的两门数学内容课程中，我们实施了一个名为“我最喜欢的概念错误”的项目，作为支持PST反思数学概念错误的工具。在这篇文章中，我们描述了PST对错误的反思方式。PST勇敢地在错误中犯错，快乐地以数学错误为中心，并在数学错误之外建立联系。例如，PST分享了他们是如何在数学身份或数学教育思想方面犯错误的。解开PST对错误的反思方式，扩展了我们对支持数学错误的了解，并增强了PST的数学体验。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Investigations in Mathematics Learning Mathematics-Mathematics (all)

CiteScore

2.10

自引率

0.00%

发文量