Specialised Content Knowledge: Evidence of Pre-Service Teachers' Appraisal of Student Errors in Proportional Reasoning [Konferenzbericht] Paper presented at the Annual Meeting of the Mathematics Education Research Group of Australasia (MERGA) (38th, Sunshine Coast, Queensland, Australia, 2015).

Autor/inn/en	Chinnappan, Mohan; White, Bruce
Institution	Mathematics Education Research Group of Australasia
Titel	Specialised Content Knowledge: Evidence of Pre-Service Teachers' Appraisal of Student Errors in Proportional Reasoning [Konferenzbericht] Paper presented at the Annual Meeting of the Mathematics Education Research Group of Australasia (MERGA) (38th, Sunshine Coast, Queensland, Australia, 2015).
Quelle	(2015), (8 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Evidence; Preservice Teachers; Preservice Teacher Education; Error Correction; Error Patterns; Knowledge Base for Teaching; Specialization; Thinking Skills; Mathematical Logic; Teaching Skills; Teaching Methods; Knowledge Level; Case Studies; Cooperative Learning; Masters Programs; Task Analysis; Mathematics Achievement; Mathematics Activities; Foreign Countries; Australia + Suchen Sie Ihr Suchwort? Evidenz; Lehramtsstudiengang; Lehrerausbildung; Korrektur; Fehlertyp; Teaching theory; Theory of teaching; Unterrichtstheorie; Arbeitsteilige Spezialisierung; Denkfähigkeit; Mathematical logics; Mathematische Logik; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung; Teaching method; Lehrmethode; Unterrichtsmethode; Wissensbasis; Case study; Fallstudie; Case Study; Kooperatives Lernen; Magister course; Magisterstudiengang; Aufgabenanalyse; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Ausland; Australien
Abstract	That the quality of teachers' knowledge has direct impact on students' engagement and learning outcomes in mathematics is now well established. But questions about the nature of this knowledge and how to characterise that knowledge are important for mathematics educators. In the present study, we examine a strand of "Specialised Content Knowledge", SCK (Ball, Thames and Phelps, 2008) of a group of pre-service teachers in the domain of proportional reasoning. In particular, we were concerned with teachers' knowledge of evaluation of the plausibility of students' claims and errors. Our preliminary results indicate that the participants, as a group, had developed a sense of student error but experienced difficulty in explaining the source of these errors. (As Provided).
Anmerkungen	Mathematics Education Research Group of Australasia. GPO Box 2747, Adelaide SA 5001, Australia. Tel: +61-8-8363-0288; Fax: +61-8-8362-9288; e-mail: sales@merga.net.au; Web site: http://www.merga.net.au/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01