Analyzing Pre-service Primary Mathematics Teachers’ Skills to Determine Errors in Problems Posed by Students

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Year-Number: 2014-Volume 6, Issue 3

Abstract

In the study, it was aimed to determine the skills of pre-service elementary mathematics teachers in identifying the errors which the middle school third grade students made in addition of proper fractions. The study was conducted with 64 pre-service teachers studying as senior students in the department of Elementary Mathematics Teaching. In the process of data collecting, third grade students were applied a Problem Posing Test. Error Determination Test, which has six problem statements about addition operation with fractions, was applied to pre-service elementary mathematics teachers. The pre-service teachers were asked to identify and explain the errors in the problem sentences. The results of the study show that the pre-service teachers experienced difficulty in identifying the errors and made different errors in explaining the errors.

Keywords

Abstract

In the study, it was aimed to determine the skills of pre-service elementary mathematics teachers in identifying the errors which the middle school third grade students made in addition of proper fractions. The study was conducted with 64 pre-service teachers studying as senior students in the department of Elementary Mathematics Teaching. In the process of data collecting, third grade students were applied a Problem Posing Test. Error Determination Test, which has six problem statements about addition operation with fractions, was applied to pre-service elementary mathematics teachers. The pre-service teachers were asked to identify and explain the errors in the problem sentences. The results of the study show that the pre-service teachers experienced difficulty in identifying the errors and made different errors in explaining the errors.

Keywords