Subject Matter Knowledge: Mathematical Errors and Misconceptions of Beginning Pre-Service Teachers
نویسندگان
چکیده
This study describes errors and misconceptions of pre-service primary teachers, at course entry, across the mathematics curriculum. A Rasch analysis of a multiple-choice mathematics test uncovered patterns of errors in a cohort of 426 students at the beginning of their teacher education course. These errors were of varying sophistication. A map of an individual’s errors is also presented and we discuss how teacher educators and students can confront subject matter knowledge misconceptions using the diagnostic capability of the test.
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