Expert Blind Spot Among Preservice Teachers

  title={Expert Blind Spot Among Preservice Teachers},
  author={Mitchell J. Nathan and Anthony J. Petrosino},
  journal={American Educational Research Journal},
  pages={905 - 928}
This study (N = 48) examined the relationship between preservice secondary teachers’ subject-matter expertise in mathematics and their judgments of students’ algebra problem-solving difficulty. As predicted by the “expert blind spot” hypothesis, participants with more advanced mathematics education, regardless of their program affiliation or teaching plans, were more likely to view symbolic reasoning and mastery of equations as a necessary prerequisite for word equations and story problem… 

Figures and Tables from this paper

Seeing past the expert blind spot : developing a training module for in-service teachers

Abstract: The expert blind spot hypothesis provides an explanation as to why experts with superior content knowledge find it difficult to communicate this knowledge to novices. Previous studies have

Improving the judgment of task difficulties: prospective teachers’ diagnostic competence in the area of functions and graphs

To teach adaptively, teachers should be able to take the students’ level of knowledge into account. Therefore, a key component of pedagogical content knowledge (PCK) is the ability to assume the

Using Writing to Encourage PSMTS' Reflections on Ambiguity in Mathematical Language.

Both pre-service teachers’ and college algebra students’ concepts of three common terms in mathematics: Solve, Evaluate, and Simplify are investigated by asking both groups to unpack their understanding of these terms through a writing prompt, and the language used by both groups is compared.

The Role of Technology in Increasing Preservice Teachers' Anticipation of Students' Thinking in Algebra.

The Algebraic Thinking Project was a collaboration of four public and private universities in Oregon that restructured mathematics methods courses for secondary preservice teacher candidates by using the affordances of technology to counteract this loss of experience with student thinking.

“We Learned All About That in College”: The Role of Teacher Preparation in Novice Kindergarten/Primary Teachers' Practice

This qualitative case study reports how 5 first-year kindergarten/primary teachers utilized knowledge and skills from their teacher preparation program as a means of approaching curricular

The Benefits of Reteaching Lessons in Preservice Methods Classes

Teacher educators should examine current practices in teacher education and “understand what makes them wise and what makes them flawed” (Falk, 2006, p. 76). This study investigated possible changes

Preservice elementary teachers' views of their students' prior knowledge of science

Pre-service teachers face many challenges as they learn to teach in ways that are different from their own educational experiences. Pre-service teachers often enter teacher education courses with

Upper primary school teachers’ mathematical knowledge for teaching functional thinking in algebra

Abstract This article is based on a project that investigated teachers’ knowledge in teaching an important aspect of algebra in the middle years of schooling—functions, relations and joint variation.



An Investigation of Teachers' Beliefs of Students' Algebra Development

Elementary, middle, and high school mathematics teachers (N = 105) ranked a set of mathematics problems based on expectations of their relative problem-solving difficulty. Teachers also rated their

Expert Blind Spot : When Content Knowledge Eclipses Pedagogical Content Knowledge

The importance of content knowledge on proficiency in teaching practices is well documented (Borko et al., 1992; Shulman, 1986). But is this statement completely unimpeachable? Are there drawbacks

The impact of preservice teachers' content knowledge on their evaluation of students' strategies for solving arithmetic and algebra word problems

The study reported here investigated the arithmetical and algebraic problem-solving strategies and skills of preservice primary school and secondary school teachers in Flanders, Belgium, both at the

Cognition and Improvisation: Differences in Mathematics Instruction by Expert and Novice Teachers

This study investigates the nature of pedagogical expertise by comparing the planning, teaching, and postlesson reflections of three student teachers (two secondary and one elementary) with those of

Teachers' and Researchers' Beliefs about the Development of Algebraic Reasoning.

Mathematics teachers and educational researchers ordered arithmetic and algebra problems according to their predicted problem-solving difficulty for students. Predictions deviated systematically from

Learning to Teach Hard Mathematics: Do Novice Teachers and Their Instructors Give Up Too Easily?

This article analyzes from several vantage points a classroom lesson in which a student teacher was unsuccessful in providing a conceptually based justification for the standard division-offractions

Making Meaning in Classrooms: An Investigation of Cognitive Processes in Aspiring Teachers, Experienced Teachers, and Their Peers

In an effort to describe the knowledge teachers use to understand and interpret teaching and learning in classrooms, 28 respondents representing four levels of teaching experience were shown a

The Problem of Underqualified Teachers in American Secondary Schools

This article presents the results of a research project on the phenomenon of out-of-field teaching in American high schools–teachers teaching subjects for which they have little education or

Knowing What Students Know: The Science and Design of Educational Assessment

Education is a hot topic. From the stage of presidential debates to tonight's dinner table, it is an issue that most Americans are deeply concerned about. While there are many strategies for

The Symbol Precedence View of Mathematical Development: A Corpus Analysis of the Rhetorical Structure of Textbooks

This study examined a corpus of 10 widely used prealgebra and algebra textbooks, with the goal of investigating whether they exhibited a symbol precedence view of mathematical development as is found