This Article Full Text (PDF) References Alert me when this article is cited Alert me if a correction is posted Services Email this article to a friend Similar articles in this journal Alert me to new issues of the journal Add to Saved Citations Download to citation manager Request Permissions Request Reprints Add to My Marked Citations Citing Articles Citing Articles via HighWire Citing Articles via Google Scholar Citing Articles via Scopus Google Scholar Articles by Nathan, M. J. Articles by Petrosino, A. Search for Related Content Social Bookmarking                         What's this?

Expert Blind Spot Among Preservice Teachers

University of Colorado, Boulder

Anthony Petrosino

University of Texas, Austin

This study (N = 48) examined the relationship between preservice secondary teachers’ subject-matter expertise in mathematics and their judgments of students’ algebra problem-solving difficulty. As predicted by the "expert blind spot" hypothesis, participants with more advanced mathematics education, regardless of their program affiliation or teaching plans, were more likely to view symbolic reasoning and mastery of equations as a necessary prerequisite for word equations and story problem solving. This view is in contrast with students’ actual performance patterns. An examination across several subject areas, including mathematics, science, and language arts, suggests a common pattern. This article considers how teachers’ developmental views may influence classroom practice and professional development, and calls into question policies that seek to streamline the licensure process of new teachers on the basis of their subject-matter expertise.

Key Words: algebra • expertise • pedagogical content knowledge • teacher cognition

American Educational Research Journal, Vol. 40, No. 4, 905-928 (2003)
DOI: 10.3102/00028312040004905


CiteULike    Complore    Connotea    Del.icio.us    Digg    Reddit    Technorati    Twitter    What's this?

This article has been cited by other articles:

				M. Schmidt and J. Canser Clearing the Fog: Constructing Shared Stories of a Novice Teacher's Journey Research Studies in Music Education, December 1, 2006; 27(1): 55 - 68. [Abstract] [PDF]