The Effects of Preservice Elementary School Teachers' Accurate Self-Assessments in the Context of Whole Number
Journal for Research in Mathematics Education
Elementary prospective school teachers (PSTs) often struggle to understand why they need to relearn the mathematics that they think they already know. In this set of replication studies, the author addresses this struggle in 3 ways: By increasing and varying the participant pool; by introducing, validating, and examining the effect of using a survey instead of interviews; and showing an interview designed to help PSTs assess their own knowledge accurately correlates with more sophisticated conceptions at the end of the course. The author posits that such an interview could be used to help PSTs learn the mathematics that they need to teach.
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Thanheiser, E. 2018. Brief Report: The Effects of Preservice Elementary School Teachers' Accurate Self-Assessments in the Context of Whole Number. Journal for Research in Mathematics Education, 49(1):39-56.