Characterizing prospective teachers’ knowledge in/for interpreting students’ solutions

Abstract

In this work, referring to the framework of the Mathematical Knowledge for Teaching (MKT) we will talk about interpretative knowledge, that is the particular knowledge involved in the processes of teacher interpretation. In order to investigate this particular knowledge and clarify its characteristics and dimensions, we have designed a questionnaire to which we asked a group of future teachers to interpret some productions given by the pupils to a problem concerning rational numbers. Using the MKT construct, we have found that, in the interpretation and evaluation by future teachers of the answers productions by pupils, an important role is given by the domains of the Common and Specialized Knowledge of Contents (CCK and SCK).