Towards Understanding the Error Analysis Thinking of Prospective Mathematics Teachers

Autor/inn/en	Zoltán Paulovics; Csaba Csapodi
Titel	Towards Understanding the Error Analysis Thinking of Prospective Mathematics Teachers
Quelle	In: International Electronic Journal of Mathematics Education, 20 (2025) 4Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Link als defekt meldenVerfügbarkeit
Zusatzinformation	ORCID (Zoltán Paulovics) ORCID (Csaba Csapodi)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Forschungsbericht; Mathematics Education; High School Teachers; Mathematics Teachers; Mathematics Instruction; Teaching Methods; Error Patterns; Error Correction; Problem Solving; Preservice Teachers; Mathematics Skills; Identification; Accuracy; Preservice Teacher Education; Foreign Countries; Hungary + Suchen Sie Ihr Suchwort? Mathematische Bildung; High school; High schools; Teacher; Teachers; Oberschule; Lehrer; Lehrerin; Lehrende; Mathematics; Mathematik; Mathematics lessons; Mathematikunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Fehlertyp; Korrektur; Problemlösen; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Identifikation; Identifizierung; Lehramtsstudiengang; Lehrerausbildung; Ausland; Ungarn
Abstract	High school teachers often encounter incorrect solutions from students, especially when teaching combinatorics. This study investigates the ability of prospective mathematics teachers to assess the correctness of solutions to combinatorial problems and to falsify incorrect ones. 39 second-year prospective teachers participated in the experiment, analysing both correct and incorrect solutions to combinatorial tasks. They were asked not only to judge the correctness but also to identify the cause of procedural or conceptual errors. The results indicate that for incorrect solutions, 44.16% of the error identifications were accurate, and only 36.36% of cases could be successfully falsified. Furthermore, when evaluating correct solutions, 57.1% of the correct solutions were mistakenly judged as incorrect. Overall, 31 out of the 39 participants were unable to accurately determine the correctness of the solutions, despite their advanced mathematical background. These findings highlight the need to foster error-detection skills and thorough reasoning in teacher training programs. (As Provided).
Anmerkungen	International Electronic Journal of Mathematics Education. Suite 124, Challenge House 616 Mitcham Road, CR0 3AA, Croydon, London, UK. Tel: +44-208-936-7681; e-mail: iejme@iejme.com; Web site: https://www.iejme.com
Begutachtung	Peer reviewed
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2025/4/11