Enhancing Mathematics Teachers' Knowledge of Students' Thinking from Assessing and Analyzing Misconceptions in Homework

Autor/inn/en	An, Shuhua; Wu, Zhonghe
Titel	Enhancing Mathematics Teachers' Knowledge of Students' Thinking from Assessing and Analyzing Misconceptions in Homework
Quelle	In: International Journal of Science and Mathematics Education, 10 (2012) 3, S.717-753 (37 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1571-0068
DOI	10.1007/s10763-011-9324-x
Schlagwörter	Homework; Grading; Grade 8; Mathematics Teachers; Pedagogical Content Knowledge; Misconceptions; Teaching Methods; Teacher Student Relationship; Learning Strategies; Grade 5; Grade 6; Grade 7; Identification; Thinking Skills; Elementary School Students; Secondary School Students; Error Patterns + Suchen Sie Ihr Suchwort? Hausaufgabe; Notengebung; Schulnote; School year 08; 8. Schuljahr; Schuljahr 08; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Pädagogische Kompetenz; Missverständnis; Teaching method; Lehrmethode; Unterrichtsmethode; Teacher student relationships; Lehrer-Schüler-Beziehung; Learning methode; Learning techniques; Lernmethode; Lernstrategie; School year 05; 5. Schuljahr; Schuljahr 05; School year 06; 6. Schuljahr; Schuljahr 06; School year 07; 7. Schuljahr; Schuljahr 07; Identifikation; Identifizierung; Denkfähigkeit; Sekundarschüler; Fehlertyp
Abstract	This study focuses on teacher learning of student thinking through grading homework, assessing and analyzing misconceptions. The data were collected from 10 teachers at fifth-eighth grade levels in the USA. The results show that assessing and analyzing misconceptions from grading homework is an important approach to acquiring knowledge of students' thinking. By engaging in the inquiry process of the 4 steps of identifying errors, analyzing reasons for the errors, designing approaches for correction, and taking action for correction, the teachers made obvious progress in their knowledge of students' thinking, understood the difficulties and challenges their students had in learning mathematics, and enhanced their pedagogical content knowledge. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10