This paper focuses on primary prospective teachers’ mathematical knowledge for teaching (MKT) when interpreting and making sense to students’ answers in a fraction problem. We designed a suitable set of tasks in order to inquire this particular kind of knowledge and clarify its features and dimensions. Using the MKT conceptualization we found a special role of prospective teacher’s Common and Specialized Content Knowledge sub-domains in their interpretation, making sense and evaluation of student solutions.
Characterizing Prospective Teachers' Knowledge in/for Interpreting Students' Solutions / C., Miguel Ribeiro; Mellone, Maria; Arne, Jakobsen. - In: PROCEEDINGS OF THE PME CONFERENCE. - ISSN 0771-100X. - 4:(2013), pp. 89-96. (Intervento presentato al convegno Mathematics a Lerning across the life span tenutosi a Kiel - Germania nel 28 luglio - 2 agosto 2013).
Characterizing Prospective Teachers' Knowledge in/for Interpreting Students' Solutions
MELLONE, MARIA;
2013
Abstract
This paper focuses on primary prospective teachers’ mathematical knowledge for teaching (MKT) when interpreting and making sense to students’ answers in a fraction problem. We designed a suitable set of tasks in order to inquire this particular kind of knowledge and clarify its features and dimensions. Using the MKT conceptualization we found a special role of prospective teacher’s Common and Specialized Content Knowledge sub-domains in their interpretation, making sense and evaluation of student solutions.I documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.
