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Diagnostic Competence for Dealing with Students’ Errors: Fostering Diagnostic Competence in Error Situations

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Diagnostic Competence of Mathematics Teachers

Part of the book series: Mathematics Teacher Education ((MTEN,volume 11))

Abstract

The project reported in this chapter aimed at assessing and fostering future teachers’ diagnostic competence in teaching and learning situations in which students’ errors occurred. Based on a model of diagnostic processes in error situations a university course and a pre- and post-test were developed. Probabilistic models (such as Item-Response-Theory and Latent-Class-Analysis) were used to assess the future teachers’ diagnostic competence in erroneous teaching and learning situations based on their answers to the test items. The results show that the university course had an influence on the way future teachers hypothesize about the causes of the students’ errors and partly also on their preferred way of dealing with errors. Additionally the importance of practical experience when fostering diagnostic competence in error situations became apparent.

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Authors and Affiliations

  1. University of Hamburg, Hamburg, Germany

    Hannah Heinrichs & Gabriele Kaiser

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  1. Hannah Heinrichs
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  2. Gabriele Kaiser
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Correspondence to Hannah Heinrichs .

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Editors and Affiliations

  1. University of Education Freiburg, Freiburg, Germany

    Timo Leuders

  2. School of Education, University of Applied Sciences and Arts of Northwestern Switzerland, Basel, Switzerland

    Kathleen Philipp

  3. University of Education Freiburg, Freiburg, Germany

    Juliane Leuders

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Heinrichs, H., Kaiser, G. (2018). Diagnostic Competence for Dealing with Students’ Errors: Fostering Diagnostic Competence in Error Situations. In: Leuders, T., Philipp, K., Leuders, J. (eds) Diagnostic Competence of Mathematics Teachers. Mathematics Teacher Education, vol 11. Springer, Cham. https://doi.org/10.1007/978-3-319-66327-2_4

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  • DOI: https://doi.org/10.1007/978-3-319-66327-2_4

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  • Publisher Name: Springer, Cham

  • Print ISBN: 978-3-319-66325-8

  • Online ISBN: 978-3-319-66327-2

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