职前数学教师如何分析和回应学生在使用树形图解决概率问题时的错误？

IF 3.9 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Teaching and Teacher Education Pub Date : 2025-10-07 DOI:10.1016/j.tate.2025.105250

Shengqing He

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引用次数: 0

摘要

本案例研究考察了职前数学教师（pmt）在分析和应对学生错误方面的知识。研究对象为41名完成基础数学教育课程的硕士pmt。他们用树形图评估了学生解决复合概率问题的假设工作。通过对书面回答的细粒度定性分析，研究人员发现pmt熟练地识别和解释错误，采用“展示-告诉”和“给出-问”两种回应策略。主要的缺点包括过分强调程序、错误的低主动利用率和沟通障碍。该研究强调了在教师教育中提高pmt错误处理技能和改进概率教学的意义。

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How do preservice mathematics teachers analyze and respond to student errors in solving probability problems using tree diagrams?

This case study examined the knowledge of preservice mathematics teachers (PMTs) in analyzing and responding to student errors. Participants were 41 master's level PMTs who had completed foundational mathematics education courses. They evaluated hypothetical student work solving a compound probability problem using a tree diagram. Through fine-grained qualitative analysis of written responses, researchers found PMTs proficiently identified and interpreted errors, employing both “show-tell” and “give-ask” response strategies. Key weaknesses included over-emphasis on procedures, low active utilization of errors, and communication barriers. The study highlights implications for enhancing PMTs' error-handling skills in teacher education and improving probability teaching.

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来源期刊

Teaching and Teacher Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

6.50

自引率

12.80%

发文量

294

审稿时长

86 days

期刊介绍： Teaching and Teacher Education is an international journal concerned primarily with teachers, teaching, and/or teacher education situated in an international perspective and context. The journal focuses on early childhood through high school (secondary education), teacher preparation, along with higher education concerning teacher professional development and/or teacher education. Teaching and Teacher Education is a multidisciplinary journal committed to no single approach, discipline, methodology, or paradigm. The journal welcomes varied approaches (qualitative, quantitative, and mixed methods) to empirical research; also publishing high quality systematic reviews and meta-analyses. Manuscripts should enhance, build upon, and/or extend the boundaries of theory, research, and/or practice in teaching and teacher education. Teaching and Teacher Education does not publish unsolicited Book Reviews.