Osposobljenost budućih učitelja za procenu preciznosti tekstualnih matematičkih zadataka

Abstract

The subject of this paper is to examine to what extent students, future class teachers, are able to determine errors and inaccuracies in the formulation of textual mathematical tasks. The competence of future class teachers on this matter was evaluated based on the criteria which referred to the following: unrealistically given values of data in the tasks, conditions of tasks that cannot be performed, imprecise use of mathematical terminology and content, and linguistic inaccuracy in formulations. The sample consisted of 65 students, future teachers, all of whom attended basic courses in mathematics and methodology of teaching mathematics. The data were processed by using qualitative and standard quantitative analysis procedures. The results indicate that future class teachers are not sufficiently prepared and trained to identify errors in textually given mathematical problems. They do not pay enough attention to the realistic character of the given quantities and the existence of conditions necessary for solving the task. They do not recognize the problems due to the insufficient knowledge of mathematical terminology and the precision that the language of mathematics requires. The results indicate that students, as future most direct participants in forming children’s mathematical literacy, need to be better trained for linguistically correct formulation of mathematical tasks.