期刊名称：Necatibey Faculty of Education, Electronic Journal of Science and Mathematics Education
印刷版ISSN：1307-6086
出版年度：2015
卷号：9
期号：1
页码：275
DOI：10.17522/nefefmed.53039
出版社：Necatibey Faculty of Education
摘要：Knowledge of students and knowledge of teaching strategies could be regarded as the main components of teachers’ knowledge. The purpose of this study was to investigate how elementary mathematics teachers interpret the students’ answers including erroneous representation, which strategies these teachers offer to overcome students’ errors and how their interpretations and offered strategies differ in terms of their experience years. Basic qualitative research approach was used. For the purpose of the study, clinical interviews were conducted with 5 elementary mathematics teachers, and 3 of teachers’ professional experience is less than ten years and 2 of teachers’ professional experience is more than thirty years. Results of the study revealed that teachers poorly interpret the students’ errors and correspondingly they offer only limited strategies in order to overcome students’ errors. Furthermore, results showed that -contrary to expectations- less-experienced and highly experienced teachers showed similar results in terms of their interpretations of students’ answers and offered strategies in order to overcome students’ errors.
关键词：Mathematics teachers; representation; knowledge of students; knowledge of teaching strategies
