This study investigates how secondary school mathematics teachers identify and interpret students’ errors in a geometry item, analysed through the theoretical lens of spatial reasoning. The item was first administered to a sample of 10th-grade students to examine whether students’ errors were framed by spatial reasoning. Subsequently, a questionnaire was administered to 19 in-service secondary school teachers to collect information on their interpretations. Results indicate that while some teachers correctly identify spatial errors, those who do not adopt a spatial reasoning perspective tend to have greater difficulty in recognizing and interpreting students’ errors. These findings highlight the need to strengthen teachers’ hermeneutical competence through targeted professional development programs.
SECONDARY TEACHERS’ INTERPRETATIONS OF STUDENTS’ GEOMETRIC ERRORS LINKED TO SPATIAL REASONING
Maria Chiara Cibien
2026
Abstract
This study investigates how secondary school mathematics teachers identify and interpret students’ errors in a geometry item, analysed through the theoretical lens of spatial reasoning. The item was first administered to a sample of 10th-grade students to examine whether students’ errors were framed by spatial reasoning. Subsequently, a questionnaire was administered to 19 in-service secondary school teachers to collect information on their interpretations. Results indicate that while some teachers correctly identify spatial errors, those who do not adopt a spatial reasoning perspective tend to have greater difficulty in recognizing and interpreting students’ errors. These findings highlight the need to strengthen teachers’ hermeneutical competence through targeted professional development programs.I documenti in SFERA sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.
