An investigation of the noticing skills of mathematics teachers to their students' misconceptions in written responses

An investigation of the noticing skills of mathematics

Abstract

The study aimed to determine the skills of mathematics teachers to noticing the students' misconceptions from written responses. The study adopted case study method, one of the qualitative research models. 20 middle school mathematics teachers from 9 different cities and 16 different schools participated in this study. Cites and schools were selected via convenience sampling method. Schools were determined by an examination called ‘Nationwide Standardized Level Determination Exam’ as high, medium and low achievement school levels. An approximate number of schools of all levels have been identified. Considering the idea that teaching experience could affect noticing, the attention was paid while choosing teachers with different years of experience. The researchers got in touch with convenient teachers and teachers were informed about the study. Volunteer teachers participated in the study. In accordance with the purpose, a misconception test was developed by the researchers, considering the curriculum, relevant literature, and researchers’ teaching experience. The diagnostic test included 13 open-ended questions. The test applied to the teachers’ students (total 497 students) by their own teachers. First, students’ answers were examined in the context of misconceptions from researchers. Students who have misconceptions for each teacher were identified. Teachers were interviewed considering their students’ answers, which contain misconceptions. The findings showed that teachers’ viewpoints regarding the misconceptions are narrow and their skills of noticing students’ misconceptions are low.