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首页> 外文期刊>Journal of mathematics teacher education >I think I made a mistake: How do prospective teachers elicit the thinking of a student who has made a mistake?
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I think I made a mistake: How do prospective teachers elicit the thinking of a student who has made a mistake?

机译：我想我犯了一个错误：潜在的教师如何引起一个犯错误的学生的想法？

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摘要

Interactions around unexpected, incorrect, or dis-preferred responses can be powerful sites of learning for both teachers and students. The information that teachers uncover through probing student thinking can then guide their pedagogical response. We report on a study of prospective teachers' skills and capabilities around a particular problem of practice: eliciting student thinking when a student has an incorrect answer. In this case, if the student's thinking is sufficiently probed, the student is able to recognize the mistake and revise their work. Focusing on prospective teachers at the beginning of a teacher preparation program, we illustrate how knowledge of this kind of eliciting skill can be gathered through the use of a live teaching simulation. Our findings reveal that these prospective teachers were more fluent with eliciting the student's process than the student's conceptual understanding. Further, they focused more on eliciting the revised method and/or solution than asking about why the mistake was made. We consider the findings in terms of the skills brought by prospective teachers that could be built upon in teacher education, skills that need to be learned, and skills that need to be unlearned.
机译：对于教师和学生来说，围绕意外的、不正确的或不喜欢的回答进行的互动可以成为学习的有力场所。教师通过探究学生思维所揭示的信息可以指导他们的教学反应。我们报告了一项关于未来教师技能和能力的研究，该研究围绕一个特定的实践问题展开：当学生回答错误时，激发学生思考。在这种情况下，如果学生的思维得到充分探索，学生就能够识别错误并修改他们的作业。在教师准备项目开始时，我们以未来的教师为重点，说明如何通过使用现场教学模拟来收集这种诱导技能的知识。我们的研究结果显示，这些未来的教师比学生的概念理解更能流利地引出学生的过程。此外，他们更多地关注于引出修改后的方法和/或解决方案，而不是询问错误的原因。我们考虑的结果，在未来的教师所带来的技能，可以建立在教师教育，需要学习的技能，以及需要学习的技能。

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