Journal article
Eliciting and Analyzing Preservice Teachers' Mathematical Noticing
Mathematics teacher educator, Vol.5(2), pp.158-177
03/2017
DOI: 10.5951/mathteaceduc.5.2.0158
Abstract
In an effort to elicit elementary preservice teachers' mathematical noticing, mathematics teacher educators at 6 universities designed and implemented a 3-step task that used video, writing, and animation. The intent of the task was to elicit preservice teachers' mathematical noticing–that is, noticing specific to mathematics content and how students reason about content. Preservice teachers communicated their noticing through both written accounts and selfcreated animations. Findings showed that the specific city of mathematical noticing differed with the medium used and that preservice teachers focused on different mathematical content across the methods sections, illuminating the importance for mathematics teacher educators understanding of the noticing practices of the preservice teachers with whom they work. This report includes implications for using the task in methods courses and modifying course instruction to develop noticing following task implementation.
Details
- Title: Subtitle
- Eliciting and Analyzing Preservice Teachers' Mathematical Noticing
- Creators
- Julie M. Amador - University of IdahoAnne Estapa - Iowa State UniversityZandra de Araujo - University of MissouriKarl W. Kosko - Kent State UniversityTracy L. Weston - 5 Middlebury College
- Resource Type
- Journal article
- Publication Details
- Mathematics teacher educator, Vol.5(2), pp.158-177
- DOI
- 10.5951/mathteaceduc.5.2.0158
- ISSN
- 2167-9789
- eISSN
- 2167-9789
- Language
- English
- Date published
- 03/2017
- Academic Unit
- Psychological and Quantitative Foundations; Teaching and Learning
- Record Identifier
- 9984374232902771
Metrics
1 Record Views