Prospective teacher learning: recognizing evidence of conceptual understanding

摘要: This study examined prospective teachers’ (PSTs) ability to recognize evidence of children’s conceptual understanding mathematics in three content areas before and after an instructional intervention designed support this ability. It also investigates the role PSTs’ knowledge plays their mathematical understanding. Results assessments administered at beginning revealed that did seem analyses when child’s response demonstrated or a misconception. Content not procedural responses, as many PSTs with good initially characterized solutions Similarly, responses features commonly associated but After consisting multifaceted lessons which examples student thinking, they showed improved analyze no demonstrating knowledge. suggest is sufficient for supporting analysis building activities such into courses may help develop Implications teacher education programs future research are considered.