How pedagogical content knowledge sharpens prospective teachers' focus when judging mathematical tasks: an eye-tracking study.
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| Title: | How pedagogical content knowledge sharpens prospective teachers' focus when judging mathematical tasks: an eye-tracking study. |
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| Authors: | Brunner, Kirsten1 Kirsten.Brunner@ph-freiburg.de, Obersteiner, Andreas1,2, Leuders, Timo1 |
| Source: | Educational Studies in Mathematics. Feb2024, Vol. 115 Issue 2, p177-196. 20p. |
| Subject Terms: | *Pedagogical content knowledge, *Mathematics education, *Educational intervention, *Education of mathematics teachers, Task performance, Eye movements |
| Abstract: | Teachers' ability to accurately judge difficulties of mathematical tasks is an essential aspect of their diagnostic competencies. Although research has suggested that pedagogical content knowledge (PCK) is positively correlated with the accuracy of diagnostic judgments, experimental studies have not been conducted to investigate how PCK affects perception and interpretation of relevant task characteristics. In an intervention study with a control group, 49 prospective mathematics teachers judged the difficulty of 20 tasks involving functions and graphs while an eye tracker tracked their eye movements. Some of the tasks included characteristics well known to be difficult for students. Participants' domain-specific PCK of typical student errors was manipulated through a three-hour intervention, during which they learned about the most common student errors in function and graph problems. We found that the process of perception (relative fixation duration on the relevant area in the tasks) was related to judgment accuracy. Pre-post comparisons revealed an effect of the intervention not only on participants' domain-specific PCK of typical student errors but also on their perception and interpretation processes. This result suggests that domain-specific PCK of typical student errors allowed participants to focus more efficiently on relevant task characteristics when judging mathematical task difficulties. Our study contributes to our understanding of how professional knowledge makes teachers' judgment processes of mathematical tasks more efficient. [ABSTRACT FROM AUTHOR] |
| Copyright of Educational Studies in Mathematics 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: 175360862 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: How pedagogical content knowledge sharpens prospective teachers' focus when judging mathematical tasks: an eye-tracking study. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Brunner%2C+Kirsten%22">Brunner, Kirsten</searchLink><relatesTo>1</relatesTo><i> Kirsten.Brunner@ph-freiburg.de</i><br /><searchLink fieldCode="AR" term="%22Obersteiner%2C+Andreas%22">Obersteiner, Andreas</searchLink><relatesTo>1,2</relatesTo><br /><searchLink fieldCode="AR" term="%22Leuders%2C+Timo%22">Leuders, Timo</searchLink><relatesTo>1</relatesTo> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Educational+Studies+in+Mathematics%22">Educational Studies in Mathematics</searchLink>. Feb2024, Vol. 115 Issue 2, p177-196. 20p. – 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="%22Mathematics+education%22">Mathematics education</searchLink><br />*<searchLink fieldCode="DE" term="%22Educational+intervention%22">Educational intervention</searchLink><br />*<searchLink fieldCode="DE" term="%22Education+of+mathematics+teachers%22">Education of mathematics teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Task+performance%22">Task performance</searchLink><br /><searchLink fieldCode="DE" term="%22Eye+movements%22">Eye movements</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: Teachers' ability to accurately judge difficulties of mathematical tasks is an essential aspect of their diagnostic competencies. Although research has suggested that pedagogical content knowledge (PCK) is positively correlated with the accuracy of diagnostic judgments, experimental studies have not been conducted to investigate how PCK affects perception and interpretation of relevant task characteristics. In an intervention study with a control group, 49 prospective mathematics teachers judged the difficulty of 20 tasks involving functions and graphs while an eye tracker tracked their eye movements. Some of the tasks included characteristics well known to be difficult for students. Participants' domain-specific PCK of typical student errors was manipulated through a three-hour intervention, during which they learned about the most common student errors in function and graph problems. We found that the process of perception (relative fixation duration on the relevant area in the tasks) was related to judgment accuracy. Pre-post comparisons revealed an effect of the intervention not only on participants' domain-specific PCK of typical student errors but also on their perception and interpretation processes. This result suggests that domain-specific PCK of typical student errors allowed participants to focus more efficiently on relevant task characteristics when judging mathematical task difficulties. Our study contributes to our understanding of how professional knowledge makes teachers' judgment processes of mathematical tasks more efficient. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Educational Studies in Mathematics 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=175360862 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1007/s10649-023-10281-6 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 20 StartPage: 177 Subjects: – SubjectFull: Pedagogical content knowledge Type: general – SubjectFull: Mathematics education Type: general – SubjectFull: Educational intervention Type: general – SubjectFull: Education of mathematics teachers Type: general – SubjectFull: Task performance Type: general – SubjectFull: Eye movements Type: general Titles: – TitleFull: How pedagogical content knowledge sharpens prospective teachers' focus when judging mathematical tasks: an eye-tracking study. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Brunner, Kirsten – PersonEntity: Name: NameFull: Obersteiner, Andreas – PersonEntity: Name: NameFull: Leuders, Timo IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 02 Text: Feb2024 Type: published Y: 2024 Identifiers: – Type: issn-print Value: 00131954 Numbering: – Type: volume Value: 115 – Type: issue Value: 2 Titles: – TitleFull: Educational Studies in Mathematics Type: main |
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