Expert Blind Spot Among Preservice Teachers

By Mitchell J. Nathan, Anthony J. Petrosino. 2003

317 citations recorded by the source corpus.

Subfields: Education, Experimental and Cognitive Psychology

View Paper: https://www.semanticscholar.org/paper/237443f3d949c7fd6570140acf9b5c1a9d2b39cf

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In Education

In Experimental and Cognitive Psychology

Citations in the corpus

"Playing the game" of story problems: Coordinating situation-based reasoning with algebraic representation (2012, methodology): “Studies have shown that while many teachers and textbooks subscribe to symbol recedence views, students’ performance better corresponds to a verbal precedence model (Koedinger & Nathan, 2004; athan & Koedinger, 2000a, 2000b; Nathan & Petrosino, 2003; Nathan, Long, & Alibali, 2002).”
Conceptualising Mathematical Knowledge in Teaching (2011, background): “It seems that shifts in the preferred modalities of mathematical thinking associated with more advanced study can create ‘expert blind spots’ for teachers ( Nathan & Petrosino, 2003; van Dooren, Verschaffel, & Onghena, 2002).”
Cognitive Activation in the Mathematics Classroom and Professional Competence of Teachers (2013, background): “There is no evidence that routine in the teaching profession tends to lead to maladaptivity (Stern 2009 ; on problems of expert blind spots, see Nathan and Petrosino 2003 ).”
Evidence for the Importance of Academic Word Knowledge for the Academic Achievement of Diverse Middle School Students (2012, background): “Attention to general academic words, and the other linguistic features of academic English that may be part of content area teachers’ “expert blind spots” (Nathan & Petrosino, 2003), could allow teachers to better support struggling readers with the academic language demands of secondary classrooms.”
Preservice elementary teachers' views of their students' prior knowledge of science (2008, background): “& Lederman, 2001; Grossman, 1990; Nathan & Petrosino, 2003 ).”
Unpacking Pedagogical Content Knowledge: Conceptualizing and Measuring Teachers' Topic-Specific Knowledge of Students (2008, background): “In a study that asked preservice teachers to evaluate the difficulty of algebra problems, Nathan and Petrosino (2003) argued that teachers with advanced subject-matter knowledge of algebra were likely to believe that students find word problems more difficult than symbolic problems.”
Middle School Mathematics Teachers' Knowledge of Students' Understanding of Core Algebraic Concepts: Equal Sign and Variable (2007, background): “High school teachers were particularly apt to hold such a view, perhaps due to an “expert blindspot” resulting from more extensive content training and less appreciation for the struggles students might experience learning algebra (see Nathan & Petrosino, 2003 ).”
Teacher Scaffolding in Small-Group Work: An Intervention Study (2014, background): “Teachers have often been found to not initially diagnose a student’s understanding before providing support (Elbers et al., 2008; Lockhorst et al., 2010; Nathan & Petrosino, 2003; Van de Pol et al., 2011; Webb et al., 2006; Wittwer et al., 2010).”