| With the development of the times and the progress of education reform, teachersprofessional development has been played more and more attention and strengthened.Developing teacher’s professional ability becomes the primary task in the field of teacher’sprofessional development. Analyzing the students’ errors in learning, which is an essential andindispensable professional ability for a teacher, is a basic activity in teaching. So whether apre-service teacher has the ability of error analysis is a problem which is concerned by people.The study explore the current status of the pre-service teachers’ ability of error analysisin the process of identifying, explaining, evaluating and correcting errors. Three mainproblems have been studied, including the current status of the pre-service mathematicsteachers’ ability of error analysis, the factors influencing the pre-service mathematicsteachers’ ability of error analysis and the strategies for developing the pre-servicemathematics teachers’ ability of error analysis.In the study the data are collected and analyzed by means of quanlitive, the concretemethods are questionnaires and interview. The questionnaires have been used twice and thefirst questionnaire consists of three parts. The questions introduced in the core part areaccording to the mathematical errors of four junior high school students. The interview isbased on the questionnaire investigating results.20pre-service mathematic teachersinterviewed are from the questionnaire investigating.We get many conclusions in the study as follows,Firstly, we draw a conclusion with respect to the current status of the pre-servicemathematic teachers’ ability of error analysis. There are three different levels: zero analysislevel, incomplete analysis level and complete analysis level.From the point of view in thecurrent reality status, the pre-service mathematic teachers’ ability of error analysis in juniorhigh school is low in the whole, most of whom are in the incomplete analysis level.There are many problems in the error analysis of the pre-service mathematics teachers’ability in junior high school,(1) the pre-service teachers have fuzzy concept of error analysisabilities,although we realize the error analysis abilities are important;(2)the pre-serviceteachers exists the phenomenon of "little knowledge" while facing the errors of students andcan’t use some theory jargon from a high degree of analysis;(3)a majority of them attributestudents’ errors to students and knowledge.Secondly, we get a conclusion about the factors influencing the pre-service mathematicsteachers’ ability of error analysis in junior high school, that is teachers’ knowledge andconcepts are the key factors. What’s more, we analyze the impact that teachers’ knowledgeand teachers’ concept has on identification, interpretation, evaluation and correction.Thirdly we offer some suggestion for developing the pre-service mathematics teachers’ability of error analysis in junior high school.The strategy that improve the pre-service teachers’ ability of error analysis consists oftwo respects.1) Internal factors. First, the pre-service teachers should rethink themselves inteaching, including experience rethinking, communication rethinking and study rethinking. Second, the pre-service teachers should enhance their understanding of subject knowledge,which can promote themselves to rethink critically in practice and improve their ability oferror analysis.2) External factors. Intervene the preserve teachers’ ability of error analysis forthe development of training.Namely improve the pre-service teachers’ ability of error analysisshould be base on offering more courses in error analysis theory and knowledge to thepre-service teachers, focusing on analyzing the cases of students errors and assisting somemathematical tasks.Based on the above conclusions, we have got some revelations about the cultivating ofthe ability of error analysis.Some issues to be further studied are also explored. |
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