Expert Blind Spot Among Preservice Teachers

Abstract

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.