Authors : Maureen Kanchebele-Sinyangwe; Musonda Astrida; Mudende Kasonde; Mpolomoka L. Daniel; Amalorpavanden Daniel Nicholas; Cecilia Kasonde

Volume/Issue : Volume 11 - 2026, Issue 5 - May

Google Scholar : https://tinyurl.com/43fxb9yb

Scribd : https://tinyurl.com/57242d2z

DOI : https://doi.org/10.38124/ijisrt/26May545

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Abstract : This qualitative research focussed on the use of written wrong answers to enhance mathematics student teachers’ knowledge and skills development for learning and teaching. Descriptive research design, grounded in the interpretivist paradigm, was adopted. All the sixty-seven (67) third year mathematics student teachers in 2024/2025 academic year were purposively selected to participate in the study. They wrote a quiz on Matrices as part their Mathematics methods course content coverage. Fifty-one (51) scripts displayed correct working and answer while sixteen (16) did not. The 16 scripts were purposively selected for analysis. The main findings, that emerged from the reflective journals and in-depth group discussions show emerged that the analysis of wrong answers contributed to the student teachers’ ability to (a) not only notice, but also interpret their peers’ Mathematical thinking; (b)deepen their reflection not only about the wrong answers, but also about their own knowledge of the topic (c) focus on their ability to communicate and address wrong answers and; (d)coherently and logically present mathematical ideas orally and in writing. These competencies are critical for their future effectiveness in teaching within the competence-based curriculum. The study concludes that incorrect responses can be productively reframed as opportunities for knowledge and skills development in mathematics teacher education. It is therefore recommended that teacher preparation programmes systematically integrate error-analysis tasks into Mathematics Methods courses. Such analysis of incorrect responses and their underlying reasoning should be recognised as a core pedagogical strategy for fostering professional knowledge and skills development.

Keywords : Mathematics Student Teachers, Wrong Answers, Knowledge and Skills Development.

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