Expert Blind Spot Among Preservice Teachers.¶
Nathan, M. J., & Petrosino, A. (2003). Expert Blind Spot Among Preservice Teachers. American Educational Research Journal, 40(4), 905-928.
Cited by¶
1 citation across 1 artifact.
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Domain-specific¶
- Curse Of Knowledge
- The curse is the cognitive correlate of a structural fact — expertise hides its own prerequisites.
This sourceDocuments the expert blind spot — expertise hiding its own prerequisites — in pedagogy.
Supported in partVerified against the publisher's abstract
Documents the expert blind spot in one N=48 study of preservice teachers: experts misjudge prerequisites, supporting the gloss but not the general 'structural fact' framing.
“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.”
- The curse is the cognitive correlate of a structural fact — expertise hides its own prerequisites.
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