Abstract:

The goal of this study is to determine the ways prospective middle school mathematics teachers respond to students’ errors in the questions about the equal sign. In this study, hypothetical scenarios, involving three common error types related to the equal sign, have been prepared by using the possible examples of student work. Through these scenarios, one-to-one interviews were conducted with seven prospective middle school mathematics teachers. In line with the data obtained in these interviews, it was seen that the prospective teachers used seven different ways to respond students’ errors related to the equal sign: showing the error, showing the right solution, guiding to find the right answer, guiding to find the error, re-explaining the concept, in-depth research, and false intervention. In addition, it was determined that two prospective teachers intervened incorrectly by taking an approach that could support the thought that led to the error. In the light of the findings, it was seen that the prospective teachers had a limited understanding of the equal sign. This study suggests that mathematics educators should create appropriate learning opportunities to improve prospective teachers' understanding of the equal sign and their ability to respond on students' errors.

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