Diagnostic competence for dealing with students' errors: fostering diagnostic competence in error situations

Book chapter


Heinrichs, Hannah and Kaiser, Gabriele 2018. Diagnostic competence for dealing with students' errors: fostering diagnostic competence in error situations. in: T. Leuders, K. Philipp and J. Leuders (ed.) Diagnostic Competence of Mathematics Teachers - Unpacking a Complex Construct in Teacher Education and Teacher Practice Springer. pp. 79 - 94
AuthorsHeinrichs, Hannah and Kaiser, Gabriele
EditorsT. Leuders, K. Philipp and J. Leuders
Abstract

The project reported in this chapter aimed at assessing and fostering future teachers’ diagnostic competence in teaching and learning situations in which students’ errors occurred. Based on a model of diagnostic processes in error situations a university course and a pre- and post-test were developed. Probabilistic models (such as Item-Response-Theory and Latent-Class-Analysis) were used to assess the future teachers’ diagnostic competence in erroneous teaching and learning situations based on their answers to the test items. The results show that the university course had an influence on the way future teachers hypothesize about the causes of the students’ errors and partly also on their preferred way of dealing with errors. Additionally the importance of practical experience when fostering diagnostic competence in error situations became apparent.

Page range79 - 94
Year2018
Book titleDiagnostic Competence of Mathematics Teachers - Unpacking a Complex Construct in Teacher Education and Teacher Practice
PublisherSpringer
ISBN9783319663258
Digital Object Identifier (DOI)https://doi.org/10.1007/978-3-319-66327-2_4
Research GroupInstitute for Learning Sciences and Teacher Education (ILSTE)
Journal citation11, pp. 79 - 94
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https://acuresearchbank.acu.edu.au/item/85783/diagnostic-competence-for-dealing-with-students-errors-fostering-diagnostic-competence-in-error-situations

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Stillman, Gloria, Ferri, Rita Borromeo, Blum, Werner and Kaiser, Gabriele 2011. Trends in Teaching and Learning of Mathematical Modelling (ICTMA 14). Netherlands,Germany,United Kingdom,United States of America: Springer.
Competencies in argumentation and proof :A comparative study of future mathematics teachers from Australia, Germany and Hong Kong
Schwarz, Bjorn, Vale, Colleen, Brown, Jill Patricia, Stillman, Gloria, Kaiser, Gabriele, Buchholtz, Nils and Leung, Issic 2008. Competencies in argumentation and proof :A comparative study of future mathematics teachers from Australia, Germany and Hong Kong. Gabriele Kaiser (ed.) Discussion Group 14: International Comparisons in Mathematics Education. Monterrey, Mexico: International Commission on Mathematical Instruction. pp. 1 - 6
Future teachers' professional knowledge on argumentation and proof: A case study from universities in three countries
Schwarz, Bjorn, Leung, Issic K. C., Bucholtz, Nils, Kaiser, Gabriele, Stillman, Gloria, Brown, Jill Patricia and Vale, Colleen 2008. Future teachers' professional knowledge on argumentation and proof: A case study from universities in three countries. ZDM. 40 (5), pp. 791 - 811. https://doi.org/10.1007/s11858-008-0150-8
The case of mathematical proof in lower secondary school :Knowledge and competencies of pre-service teachers
Brown, Jill Patricia, Stillman, Gloria, Schwarz, Bjorn and Kaiser, Gabriele 2008. The case of mathematical proof in lower secondary school :Knowledge and competencies of pre-service teachers. Merrilyn Goos, Ray Brown and Katie Makar (ed.) Proceedings of the 31st Annual Conference of the Mathematics Education Research Group of Australasia. Brisbane, Australia: Mathematics Education Research Group of Australasia. pp. 85 - 91