Changes in How Prospective Teachers Anticipate Secondary Students’ Answers
More details
Hide details
Universidad de Alicante, SPAIN
Universidad de Sevilla, SPAIN
Publication date: 2016-07-02
Corresponding author
Salvador Llinares   

Departamento De Innovación Y Formación Didactica, Facultad De Educacion, Universidad De Alicante, Campus De San Vicente Del Raspeig, E-03080 Alicante, Spain.
EURASIA J. Math., Sci Tech. Ed 2016;12(8):2155-2170
This study focuses on how prospective teachers learn about students’ mathematical thinking when (i) anticipating secondary students’ answers reflecting different characteristics of understanding and (ii) propose new activities in relation to the classification of quadrilaterals.

Material and methods:
The data were collected from forty-eight prospective secondary school teachers enrolled in an initial training programme.

The results indicate three changes in how the prospective teachers anticipate secondary students’ answers in relation to the role given to a perceptual or relational perspective of the classification of quadrilaterals. These changes are described considering how prospective teachers grasp the students’ understanding of the inclusive relation among quadrilaterals as a conceptual advance.

We argue that prospective teachers’ learning was promoted after participating in a structured environment where they had the opportunity to discuss how to recognize the features of student’s understanding

Journals System - logo
Scroll to top