Classification and Analysis of Pre-Service Teachers’ Errors in Solving Fermi Problems

Abstract

Fermi problems are useful for introducing modelling in primary school classrooms, although teachers’ difficulties in problem solving may hinder their successful implementation. These difficulties are associated with the modelling process, but also with the estimation and measurement skills required by Fermi problems. In this work, a specific categorization of errors for Fermi problems was established, and it allowed us to analyse the errors of N = 224 pre-service primary school teachers. The results showed that prospective teachers make a large number of errors when solving this type of task, especially conceptual ones, which are associated with the process of simplifying/structuring the real situation and the mathematization process. They also showed that there is a significant relationship between the characteristics of the problem context and the error categories. Knowing the types of errors that prospective teachers make and designing task sequences that make them emerge so that prospective teachers learn from them could be an effective way to improve initial teacher education in modelling and estimation problem solving.

MAD+. Introducing Misconceptions in the Temporal Analysis of the Mathematical Modelling Process of a Fermi Problem

“…This is organised in the competencies of simplifying, mathematising, solving and interpreting. This categorisation, very similar that the one used by Klock and Siller, has recently been used in a research study involving pre-service teachers and the resolution of a Fermi problem [40]. This categorisation will be considered also in the analysis of results presented in this paper.…”