PRESERVICE TEACHERS' PEDAGOGICAL STRATEGIES TO STUDENT ERRORS: RATIO AND PROPORTION IN SIMILAR RECTANGLES

This study examined, through a teaching scenario task, elementary and secondary preservice teachers' interpretations of and responses to a student's errors involving finding a missing length in similar rectangles. Findings revealed that although the student's errors came from conceptual aspects of similarity, a majority of preservice teachers identified the student's errors from procedural aspects of similarity. When they responded to the student's errors, preservice teachers tried to cope with them by invoking procedural knowledge. This study also revealed the two different forms of address by preservice teachers to student errors.