Izvorni znanstveni članak
https://doi.org/10.15516/cje.v28i3.41363
Exploring Pre-Service Teachers' Handling of Student Errors in Fractions: A Case-Based Study
Yusuf Koç
; Kocaeli University, School of Education, Department of Mathematics and Science Education
*
Erhan Bingölbali
; Afyon Kocatepe University, School of Education, Department of Mathematics and Science Education
* Dopisni autor.
Sažetak
Abstract
The purpose of this research is to explore the extent to which pre-service mathematics teachers handle students' errors in fraction multiplication and division within a teacher education course grounded in conceptual understanding and case-based pedagogy. A learning environment was purposefully designed to strengthen the connection between theory and practice using teaching cases. The findings show that case-based pedagogy helps pre-service teachers notice the underlying reasons for students' errors in fraction operations and handle these errors conceptually. The findings are discussed by focusing on common errors in learning fraction multiplication and division, the theory-practice connection, participants' attention to student errors, and the instructor's dual roles in supporting the learning of fractions.
Keywords: conceptual understanding; mathematics learning; teacher decision making; theory-practice connection; student mistakes
Ključne riječi
conceptual understanding; theory-practice connection; teacher decision making; student mistakes; mathematics learning
Hrčak ID:
351233
URI
Datum izdavanja:
21.9.2026.
Posjeta: 0 *