Vol 23 No 2 (2014)
Articles

Examining Student Work in the Preparation of Preservice Elementary School Teachers

Published May 1, 2015

Abstract

This study investigated preservice teachers’ perceptions of their knowledge and development resulting from analyzing student work in an undergraduate mathematics education course. Participants were given opportunities to view and analyze student work examples that portrayed errors in thinking as well as alternative solution methods. Thirty-eight undergraduate students participated in the study and a thematic analysis approach was utilized for the analysis. The findings, which include four major themes of perceived knowledge development, are shared.