INVESTIGATION OF THE WAYS PROSPECTIVE MATHEMATICS TEACHERS 
RESPOND TO STUDENTS’ ERRORS: AN EXAMPLE OF THE EQUAL SIGN

DEDE, ERCAN; Özdemir, Ercan

INVESTIGATION OF THE WAYS PROSPECTIVE MATHEMATICS TEACHERS RESPOND TO STUDENTS’ ERRORS: AN EXAMPLE OF THE EQUAL SIGN

Ercan ÖZDEMİR, (Recep Tayyip Erdoğan Üniversitesi, Rize, Türkiye)

Ercan DEDE (Recep Tayyip Erdoğan Üniversitesi, Rize, Türkiye)

IOJET

5 2

Yıl: 2022 Cilt: 9 Sayı: 2 Sayfa Aralığı: 723 - 739 Metin Dili: İngilizce İndeks Tarihi: 30-06-2022

INVESTIGATION OF THE WAYS PROSPECTIVE MATHEMATICS TEACHERS RESPOND TO STUDENTS’ ERRORS: AN EXAMPLE OF THE EQUAL SIGN

Öz:

This study aims to determine how prospective middle school mathematics teachers respond to students’ errors in the questions about the equal sign. This study utilizes case study method. In this case study, hypothetical scenarios, involving three common error types related to the equal sign, have been prepared by using the possible examples of student work. Through these scenarios, one-to-one interviews were conducted with seven prospective middle school mathematics teachers. In line with the data obtained in these interviews, it was seen that the prospective teachers used seven different ways to respond to students’ errors related to the equal sign: showing the error, showing the right solution, guiding to find the right answer, guiding to find the error, re-explaining the concept, in-depth research, and false intervention. In addition, it was determined that two prospective teachers intervened incorrectly by taking an approach that could support the thought that led to the error. In the light of the findings, it was seen that the prospective teachers had a limited understanding of the equal sign. This study suggests that mathematics educators should create appropriate learning opportunities to improve prospective teachers’ understanding of the equal sign and their ability to respond to students’ errors.

Anahtar Kelime:

Belge Türü: Makale Makale Türü: Araştırma Makalesi Erişim Türü: Erişime Açık

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Asquith, P., Stephens, A., Knuth, E., & Alibali, M. (2007). Middle school mathematics teachers’ knowledge of students’ understanding of core algebraic concepts: Equal sign and variable. Mathematical Thinking and Learning, 9(3), 249–272.
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Asquith, P., Stephens, A., Knuth, E., & Alibali, M. (2007). Middle school mathematics teachers’ knowledge of students’ understanding of core algebraic concepts: Equal sign and variable. Mathematical Thinking and Learning, 9(3), 249–272.
Ball, D. B., Thames, M. H., & Phelps, G. (2008). Content knowledge for teaching: What makes it special?. Journal of Teacher Education, 59(5), 389-407.
Baroody, A. J., & Ginsburg, H. P. (1982). The effects of instruction on children’s understanding of the “equals” sign. Paper presented at the annual meeting of the American Educational Research Association, New York, NY, (ERIC Document Reproduction Service No. ED214765
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Carpenter, T. P., Franke, M. L., & Levi, L. (2003). Thinking mathematically: Integrating arithmetic and algebra in elementary school. Portsmouth, NH: Heinemann.
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Didiş, M.G., Erbaş, A.K., & Çetinkaya, B. (2016). Investigating prospective mathematics teachers’ pedagogical approaches in response to students’ errors in the context of mathematical modeling activities. Elementary Education Online, 15(4), 1367-1384.
Didiş Kabar, M. G., & Amaç, R. (2018). Investigating pre-service middle-school mathematics teachers’ knowledge of student and instructional strategies: An algebra case. Abant Izzet Baysal University Journal of Faculty of Education, 18 (1), 157-185.
Doğan, O., & Kılıç, H. (2019). Mathematical opportunities: Noticing and acting. Education and Science, 44 (199), 1-19, Doi: 10.15390/EB.2019.7593
Falkner, K. P., Levi, L., & Carpenter, T. P. (1999). Children’s understanding of equality: A foundation for algebra. Teaching Children Mathematics, 6(4), 56–60.
Herscovics, N., & Linchevski, L. (1994). A cognitive gap between arithmetic and algebra. Educational Studies in Mathematics, 27, 59–78.
Jacobs, V. R., Lamb, L. L., & Philipp, R. A. (2010). Professional noticing of children’s mathematical thinking. Journal for Research in Mathematics Education, 41(2), 169- 202.
Kaput, J.J. (1999). Teaching and learning a new algebra. In. E. Fennema & T.A. Romberg (Eds.), Mathematics classrooms that promote understanding (pp.133-135). Mahwah, NJ: Erlbaum.
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APA	Özdemir E, DEDE E (2022). INVESTIGATION OF THE WAYS PROSPECTIVE MATHEMATICS TEACHERS RESPOND TO STUDENTS’ ERRORS: AN EXAMPLE OF THE EQUAL SIGN. , 723 - 739.
Chicago	Özdemir Ercan,DEDE ERCAN INVESTIGATION OF THE WAYS PROSPECTIVE MATHEMATICS TEACHERS RESPOND TO STUDENTS’ ERRORS: AN EXAMPLE OF THE EQUAL SIGN. (2022): 723 - 739.
MLA	Özdemir Ercan,DEDE ERCAN INVESTIGATION OF THE WAYS PROSPECTIVE MATHEMATICS TEACHERS RESPOND TO STUDENTS’ ERRORS: AN EXAMPLE OF THE EQUAL SIGN. , 2022, ss.723 - 739.
AMA	Özdemir E,DEDE E INVESTIGATION OF THE WAYS PROSPECTIVE MATHEMATICS TEACHERS RESPOND TO STUDENTS’ ERRORS: AN EXAMPLE OF THE EQUAL SIGN. . 2022; 723 - 739.
Vancouver	Özdemir E,DEDE E INVESTIGATION OF THE WAYS PROSPECTIVE MATHEMATICS TEACHERS RESPOND TO STUDENTS’ ERRORS: AN EXAMPLE OF THE EQUAL SIGN. . 2022; 723 - 739.
IEEE	Özdemir E,DEDE E "INVESTIGATION OF THE WAYS PROSPECTIVE MATHEMATICS TEACHERS RESPOND TO STUDENTS’ ERRORS: AN EXAMPLE OF THE EQUAL SIGN." , ss.723 - 739, 2022.
ISNAD	Özdemir, Ercan - DEDE, ERCAN. "INVESTIGATION OF THE WAYS PROSPECTIVE MATHEMATICS TEACHERS RESPOND TO STUDENTS’ ERRORS: AN EXAMPLE OF THE EQUAL SIGN". (2022), 723-739.

APA	Özdemir E, DEDE E (2022). INVESTIGATION OF THE WAYS PROSPECTIVE MATHEMATICS TEACHERS RESPOND TO STUDENTS’ ERRORS: AN EXAMPLE OF THE EQUAL SIGN. IOJET, 9(2), 723 - 739.
Chicago	Özdemir Ercan,DEDE ERCAN INVESTIGATION OF THE WAYS PROSPECTIVE MATHEMATICS TEACHERS RESPOND TO STUDENTS’ ERRORS: AN EXAMPLE OF THE EQUAL SIGN. IOJET 9, no.2 (2022): 723 - 739.
MLA	Özdemir Ercan,DEDE ERCAN INVESTIGATION OF THE WAYS PROSPECTIVE MATHEMATICS TEACHERS RESPOND TO STUDENTS’ ERRORS: AN EXAMPLE OF THE EQUAL SIGN. IOJET, vol.9, no.2, 2022, ss.723 - 739.
AMA	Özdemir E,DEDE E INVESTIGATION OF THE WAYS PROSPECTIVE MATHEMATICS TEACHERS RESPOND TO STUDENTS’ ERRORS: AN EXAMPLE OF THE EQUAL SIGN. IOJET. 2022; 9(2): 723 - 739.
Vancouver	Özdemir E,DEDE E INVESTIGATION OF THE WAYS PROSPECTIVE MATHEMATICS TEACHERS RESPOND TO STUDENTS’ ERRORS: AN EXAMPLE OF THE EQUAL SIGN. IOJET. 2022; 9(2): 723 - 739.
IEEE	Özdemir E,DEDE E "INVESTIGATION OF THE WAYS PROSPECTIVE MATHEMATICS TEACHERS RESPOND TO STUDENTS’ ERRORS: AN EXAMPLE OF THE EQUAL SIGN." IOJET, 9, ss.723 - 739, 2022.
ISNAD	Özdemir, Ercan - DEDE, ERCAN. "INVESTIGATION OF THE WAYS PROSPECTIVE MATHEMATICS TEACHERS RESPOND TO STUDENTS’ ERRORS: AN EXAMPLE OF THE EQUAL SIGN". IOJET 9/2 (2022), 723-739.