Examining pre-service mathematics teacher knowledge in error analysis of students work in solving quadratic function Available to Purchase

This study investigates the level of knowledge and proficiency exhibited by pre-service mathematics teachers in analysing errors within students’ solutions to quadratic function problems. The effective teaching of quadratic functions requires educators to not only understand the subject matter themselves, but also to identify common misconceptions and errors that learners may encounter. Error analysis plays a pivotal role in fostering meaningful learning experiences. The research aims to examine pre-service mathematics teacher knowledge in response students work. This study is categorized as a qualitative research endeavour that adopts a descriptive-narrative methodology. It encompasses twenty-two pre-service mathematics teachers who are actively engaged in activities aimed at enhancing their professionalism within an Indonesian tertiary educational institution. The dataset is derived from the pre-service teachers’ reactions to a specific vignette. For data analysis, the framework employed revolves around evaluating teachers’ mathematical comprehension through error analysis. The findings demonstrate that a significant portion of the participating pre-service teachers encountered challenges in identifying, deciphering, and assessing errors inherent in comprehending the given questions. Furthermore, the pre-service teachers predominantly employ remedial strategies through reiterating fundamental concepts and furnishing guiding queries. The research might suggest the implementation of ongoing professional development opportunities for in-service teachers to enhance their error analysis skills in the context of quadratic functions