Assessing Primary and Secondary School Teachers’ Diagnostic Competence for Dealing with Students’ Errors

Kirsten Benecke (), Hannah Heinrichs () and Macarena Larrain ()
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Kirsten Benecke: Fakultät für Erziehungswissenschaft, Universität Hamburg
Hannah Heinrichs: Fakultät für Erziehungswissenschaft, Universität Hamburg
Macarena Larrain: Pädagogische Hochschule Freiburg, Institut für Mathematische Bildung Freiburg (IMBF)

Chapter Kapitel 9 in Initiationen mathematikdidaktischer Forschung, 2022, pp 175-190 from Springer

Abstract: Abstract Teaching mathematics for understanding requires teachers to start from each student’s current level of comprehension to provide effective pedagogical strategies that will meet the needs of their students and promote the building of further knowledge and skills. To do this, teachers’ diagnostic competence is needed. In particular, mathematical errors found in students’ work and statements are useful sources of information about their erroneous conceptualizations and hence a good opportunity for teachers to interpret and analyse students’ understanding and make decisions to provide targeted learning experiences. This contribution discusses three projects, two of which aimed at fostering future primary and secondary school teachers’ diagnostic competence for dealing with students’ errors by providing focused learning opportunities in the context of university seminars. The university courses as well as pre- and post-tests were developed based on a model of diagnostic processes in error situations. Relations between facets of the diagnostic competence for dealing with students’ errors, namely cause-diagnosis and preferences in dealing with errors, and other attributes of the preservice teachers were investigated. The third project explored deeper the characteristics of in-service teachers dealing with errors in teaching situations using videotaped lessons. This project thus adds a further perspective on the strategies, which were implemented in real teaching situations. Significant results of the three studies and the connections between them are discussed.

Keywords: Diagnostic competence; Error analysis; Mathematics teachers’ competencies; Error interpretation; Dealing with errors; Diagnosekompetenz; Fehleranalyse; Kompetenzen von Mathematiklehrkräften; Fehlerinterpretation; Umgang mit Fehlern (search for similar items in EconPapers)
Date: 2022
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DOI: 10.1007/978-3-658-36766-4_9

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