Preservice Elementary Teacher Academic Language Use in Mathematics Error Analysis: A Pilot Study (Poster 23)

• In Event: Thursday Poster Session 12:40 pm
  In Poster Session: Mathematical Teaching and Learning Poster Session

Abstract

This pilot study examines elementary pre-service teachers' ability to identify common errors in elementary-level mathematics work, describe error patterns, and determine potential supports to re-engage students to prompt mastery of concepts. This is a quasi-experimental, one-group survey study in which sixteen pre-service teachers responded to a survey that asked them to identify and describe error types, provide interventions, and reflect on their preparedness to teach mathematics. Analysis of the data showed an emerging theme: participants' difficulty describing errors and applying academic language to elementary-level mathematics errors. Results from this study can be used to guide future research and inform teacher preparation programs on how to prepare effective, content-informed teachers in the area of elementary mathematics.

Authors

• Lorena Silva de Andrade Dias, Rowan University

• Alicia M. Drelick, Rowan University

• Nicholas F. McCann, Springfield School District