The study examined the error diagnostic competencies of 179 pre-service teachers for primary level in relation to students’ mathematisations in out-of-school learning of mathematical modelling. The pre-service teachers were shown video-vignettes with error situations in student activities on a mathtrail and they were asked about the perception and interpretation of errors and possible actions to take as a teacher. The results of the study showed that the pre-service teachers were able to effectively identify and diagnose conceptual errors and measurement errors made by the students. Furthermore, the study found pre-service teachers’ various methods of dealing with errors on mathtrails.
The study examined the error diagnostic competencies of 179 pre-service teachers for primary level in relation to students’ mathematisations in out-of-school learning of mathematical modelling. The pre-service teachers were shown video-vignettes with error situations in student activities on a mathtrail and they were asked about the perception and interpretation of errors and possible actions to take as a teacher. The results of the study showed that the pre-service teachers were able to effectively identify and diagnose conceptual errors and measurement errors made by the students. Furthermore, the study found pre-service teachers’ various methods of dealing with errors on mathtrails.