Kindergarten and primary prospective teachers’ interpretative knowledge in the scope of subtraction: potentialities for improving teacher education
DOI:
https://doi.org/10.18593/r.v46i.23792Keywords:
Interpretative knowledge, Teachers’ specialized knowledge, SubtractionAbstract
Mathematics teachers’ knowledge is specialized and such specialization concerns both mathematical and pedagogical knowledge. This specialization of teachers’ knowledge is considered in the scope of the Interpretative Knowledge and it grounds the giving meaning to students comments and productions, even when they have errors (or are mathematically inadequate) or grounded in non-conventional reasonings. In this paper we discuss prospective teachers’ interpretative knowledge revealed when giving meaning to students’ productions in the scope of subtraction. Results reveal their knowledge and difficulties in interpreting and giving meaning to students mathematical reasoning grounding their productions whenever they differ from prototypical. Also, the provide interpretation remains at the descriptive level, limiting the quality of the provided feedback, which remains at an evaluative level, not contributing to students understanding. The discussion pinpoint some crucial mathematically critical elements that needs to be focused in teacher education, particularly related to the development of their interpretative knowledge.
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