TY  - JOUR
TI  - INVESTIGATION OF THE WAYS PROSPECTIVE MATHEMATICS TEACHERS 
RESPOND TO STUDENTS’ ERRORS: AN EXAMPLE OF THE EQUAL SIGN
AB  - 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.
AU  - DEDE, ERCAN
AU  - Özdemir, Ercan
PY  - 2022
JO  - IOJET
VL  - 9
IS  - 2
SN  - 2148-225X
SP  - 723
EP  - 739
DB  - TRDizin
UR  - http://search/yayin/detay/527531
ER  -