Investigating Prospective Mathematics Teachers’ Pedagogical Approaches in Response to Students’ Errors in the Context of Mathematical Modeling Activities

Abstract

The purpose of this study was to investigate what pedagogical approaches prospective secondary mathematics teachers would display in response to students’ errors revealed in students’ works on mathematical modeling tasks. Data were collected through individual interviews with seven prospective mathematics teachers. The data analyses revealed five approaches that the prospective teachers preferred: Question-asking (questioning), explaining the right answer, hinting at the correct solution, telling/showing the error, non-intervention. The findings point out prospective teachers’ weaknesses regarding their pedagogical competencies for approaching to students’ errors. The findings suggest that in teacher education programs, mathematics teacher educators should provide appropriate mediums for prospective teachers to examine students’ ways of thinking and to respond to students’ errors.