Early Career Teachers' Ability to Focus on Typical Students Errors in Relation to the Complexity of a Mathematical Topic

Autor/inn/en	Pankow, Lena; Kaiser, Gabriele; Busse, Andreas; König, Johannes; Blömeke, Sigrid; Hoth, Jessica; Döhrmann, Martina
Titel	Early Career Teachers' Ability to Focus on Typical Students Errors in Relation to the Complexity of a Mathematical Topic
Quelle	In: ZDM: The International Journal on Mathematics Education, 48 (2016) 1-2, S.55-67 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1863-9690
DOI	10.1007/s11858-016-0763-2
Schlagwörter	Mathematics; Mathematics Instruction; Mathematics Education; Mathematics Teachers; Foreign Countries; Teacher Competencies; Mathematical Concepts; Expertise; Mathematics Tests; Computer Assisted Testing; Germany + Suchen Sie Ihr Suchwort? Mathematik; Mathematics lessons; Mathematikunterricht; Mathematische Bildung; Mathematics; Teacher; Teachers; Lehrer; Lehrerin; Lehrende; Ausland; Lehrkunst; Expert appraisal; Deutschland
Abstract	The paper presents results from a computer-based assessment in which 171 early career mathematics teachers from Germany were asked to anticipate typical student errors on a given mathematical topic and identify them under time constraints. Fast and accurate perception and knowledge-based judgments are widely accepted characteristics of teacher competence. The item-wise length of anticipation time, the complexity of mathematical topics and the frequency of right or wrong given answers were used as indicators for teacher competence. The data revealed that anticipation time and the complexity of mathematical topics were related with each other. The groups of test persons with correct and incorrect answers behaved contrarily to the length of the anticipation time. Whereas test persons with correct answers needed more time to anticipate typical errors with an increasing complexity of the errors, the test persons giving false answers responded very quickly, even with an increasing error complexity. This finding confirms results of the expertise research, which emphasize that expert teachers focus more intensively if this is required by a complex task. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01