Published Paper Details:

Teachers must be prepared with a variety of information and abilities in order to create and sustain successful teaching environments that allow them to improve students' comprehension and learning. One component of teachers' professional knowledge is knowledge of students, which is defined as teachers' knowledge of what mathematical concepts are difficult for students to grasp, which concepts students typically have misconceptions about, possible sources of students' errors, and how to eliminate those difficulties and misconceptions. The study's goal was to look at the nature of preservice mathematics instructors' understanding of pupils. Six preservice teachers took part in the research, and data was gathered via observations, interviews, and written documentation. The results demonstrated that preservice instructors struggled to identify the root of their students' misunderstandings and mistakes, as well as to devise effective approaches to eradicate such misconceptions. They often failed to recognise what conceptual understanding the students lacked, and they tended to address students' failures by instructing them on how to carry out the method or apply the rule appropriately to answer the given issue. As a result, preservice teachers should be given opportunities to 1) take content-specific courses in which they can discuss fundamental high school mathematics concepts in depth in order to gain a solid understanding of how mathematical concepts are related and why mathematical rules and procedures work, and 2) analyse an act of teaching by watching videos of classrooms or discussing student work and classroom cases in order to determine how to address students' errors and shortcomings.