Improving the judgment of task difficulties: prospective teachers’ diagnostic competence in the area of functions and graphs.
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| Title: | Improving the judgment of task difficulties: prospective teachers’ diagnostic competence in the area of functions and graphs. |
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| Authors: | Ostermann, Andreas1 Andreas.Ostermann@ph-freiburg.de, Leuders, Timo1, Nückles, Matthias2 |
| Source: | Journal of Mathematics Teacher Education. Dec2018, Vol. 21 Issue 6, p579-605. 27p. |
| Subject Terms: | *Pedagogical content knowledge, *Academic achievement, *Effective teaching, *Teaching methods, Mathematics |
| Abstract: | To teach adaptively, teachers should be able to take the students’ level of knowledge into account. Therefore, a key component of pedagogical content knowledge (PCK) is the ability to assume the students’ perspectives. However, due to the so-called expert blind spot, teachers tend to misestimate their students’ knowledge, such as when estimating the difficulty of a given task. This empirically well-documented estimation bias is predicted by Nickerson’s anchoring and adjustment model, which generally explains how people take on other people’s perspectives. In this article, we present an intervention study that aims to improve the accuracy of prospective teachers’ judgments of task difficulty in the area of functional thinking. Two types of treatments are derived from Nickerson’s model. In the first condition (PCK group), participants acquire knowledge about task characteristics and students’ misconceptions. The second condition (sensitizing group) serves to control the idea that potential improvements in the PCK group are not merely based on a pure sensitization of the expert’s estimation bias. Accordingly, these participants are only informed about the general tendency of overestimating task difficulties. The results showed that the PCK group improved both in terms of the accuracy of the estimated solution rates and the accuracy of rank order, whereas the sensitizing group only improved in regard to the former. Thus, the study shows that prospective teachers’ diagnostic judgments can be improved by teaching them relevant PCK in a short amount of time. [ABSTRACT FROM AUTHOR] |
| Copyright of Journal of Mathematics Teacher Education is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 132999762 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Improving the judgment of task difficulties: prospective teachers’ diagnostic competence in the area of functions and graphs. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Ostermann%2C+Andreas%22">Ostermann, Andreas</searchLink><relatesTo>1</relatesTo><i> Andreas.Ostermann@ph-freiburg.de</i><br /><searchLink fieldCode="AR" term="%22Leuders%2C+Timo%22">Leuders, Timo</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22Nückles%2C+Matthias%22">Nückles, Matthias</searchLink><relatesTo>2</relatesTo> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Journal+of+Mathematics+Teacher+Education%22">Journal of Mathematics Teacher Education</searchLink>. Dec2018, Vol. 21 Issue 6, p579-605. 27p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Pedagogical+content+knowledge%22">Pedagogical content knowledge</searchLink><br />*<searchLink fieldCode="DE" term="%22Academic+achievement%22">Academic achievement</searchLink><br />*<searchLink fieldCode="DE" term="%22Effective+teaching%22">Effective teaching</searchLink><br />*<searchLink fieldCode="DE" term="%22Teaching+methods%22">Teaching methods</searchLink><br /><searchLink fieldCode="DE" term="%22Mathematics%22">Mathematics</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: To teach adaptively, teachers should be able to take the students’ level of knowledge into account. Therefore, a key component of pedagogical content knowledge (PCK) is the ability to assume the students’ perspectives. However, due to the so-called expert blind spot, teachers tend to misestimate their students’ knowledge, such as when estimating the difficulty of a given task. This empirically well-documented estimation bias is predicted by Nickerson’s anchoring and adjustment model, which generally explains how people take on other people’s perspectives. In this article, we present an intervention study that aims to improve the accuracy of prospective teachers’ judgments of task difficulty in the area of functional thinking. Two types of treatments are derived from Nickerson’s model. In the first condition (PCK group), participants acquire knowledge about task characteristics and students’ misconceptions. The second condition (sensitizing group) serves to control the idea that potential improvements in the PCK group are not merely based on a pure sensitization of the expert’s estimation bias. Accordingly, these participants are only informed about the general tendency of overestimating task difficulties. The results showed that the PCK group improved both in terms of the accuracy of the estimated solution rates and the accuracy of rank order, whereas the sensitizing group only improved in regard to the former. Thus, the study shows that prospective teachers’ diagnostic judgments can be improved by teaching them relevant PCK in a short amount of time. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Journal of Mathematics Teacher Education is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=132999762 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1007/s10857-017-9369-z Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 27 StartPage: 579 Subjects: – SubjectFull: Pedagogical content knowledge Type: general – SubjectFull: Academic achievement Type: general – SubjectFull: Effective teaching Type: general – SubjectFull: Teaching methods Type: general – SubjectFull: Mathematics Type: general Titles: – TitleFull: Improving the judgment of task difficulties: prospective teachers’ diagnostic competence in the area of functions and graphs. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Ostermann, Andreas – PersonEntity: Name: NameFull: Leuders, Timo – PersonEntity: Name: NameFull: Nückles, Matthias IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 12 Text: Dec2018 Type: published Y: 2018 Identifiers: – Type: issn-print Value: 13864416 Numbering: – Type: volume Value: 21 – Type: issue Value: 6 Titles: – TitleFull: Journal of Mathematics Teacher Education Type: main |
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