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Experienced teachers effectively address learning challenges by employing high-quality pedagogical strategies that they have developed through experience. It is not easy to discover effective strategies because it takes a lot of trial and error before a teacher can conclude that a particular approach improves student learning. Researchers have used educational design patterns to encapsulate such high-quality strategies and facilitate the transfer of pedagogical knowledge. In this work, we investigated the feasibility of utilizing three educational design patterns as a teaching tool for math preservice teacher education. Specifically, we used the design patterns to teach preservice teachers how to design feedback for students who give a common wrong answer to a given math problem. The results of the study indicate that preservice teachers learned from educational design patterns and successfully used them to design feedback that addressed issues described in a case study. The limited set of three design patterns introduced in the study focused on feedback presentation. Results indicate that preservice teachers could have benefited from design patterns that addressed other aspects of feedback such as the granularity of the content, feedback length, and presentation medium. Nevertheless, the results of the study are promising and indicate the potential of design patterns to improve preservice teacher education.
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