Towards understanding the error analysis thinking of prospective mathematics teachers

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This study demonstrates prospective mathematics teachers' error analysis in combinatorial problems, highlighting areas needing improvement.

Only 44.16% of error identifications were accurate among prospective mathematics teachers.
Mistaken judgments classified 57.1% of correct solutions as incorrect, indicating significant evaluation issues.
39 second-year prospective teachers analyzed correct and incorrect solutions in combinatorial tasks, revealing a need for better error detection.
The findings emphasize the importance of developing error-detection skills in teacher training programs for mathematics education.

Paulovics et al. (2025) studied this question.

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View Full Paper

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Authors

This study demonstrates prospective mathematics teachers' error analysis in combinatorial problems, highlighting areas needing improvement.

Only 44.16% of error identifications were accurate among prospective mathematics teachers.
Mistaken judgments classified 57.1% of correct solutions as incorrect, indicating significant evaluation issues.
39 second-year prospective teachers analyzed correct and incorrect solutions in combinatorial tasks, revealing a need for better error detection.
The findings emphasize the importance of developing error-detection skills in teacher training programs for mathematics education.

Paulovics et al. (2025) studied this question.

View Full Paper

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Bookmark