Proceedings of the International Group for the Psychology of Mathematics Education · Volume 1
Clara García-Cerdá, Irene Ferrando, Carlos Segura
Universitat de València
⬇ Download PDFThis study examines whether performance and confidence gaps between students and pre-service teachers depend on the amount of information in modelling problems, and whether the confidence–performance correlation varies by type of problem and solver's profile. Using modelling problems with missing data (MD) and excess data (ED), we compared performance and confidence patterns across groups. Pre-service teachers outperformed students on ED-problems, while students exhibited lower confidence in MD-problems despite higher performance. The confidence–performance correlation remained stable for pre-service teachers but weakened for students on ED-problems. The findings highlight the importance of developing pre-service teachers' diagnostic competence to recognise metacognitive miscalibration in students.
Modellingconfidencepre-service teachers