The Interplay Between Professional Noticing and Knowledge: The Case of Whole Number Multiplication
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Tarih
2023
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
Mathematics Education Research Group of Australasia, Inc.
Erişim Hakkı
info:eu-repo/semantics/closedAccess
Özet
The aim of the study reported in this article was to reveal how instruction, enriched with reasoning about students’ thought processes and strategies, regulates prospective teacher’s noticing skills in the context of whole number multiplication. In addition, the study examined the evidence of the prospective teacher’s (Matt) knowledge that supported the interplay between knowledge and noticing that emerged during the learning process. To this end, the prospective teacher participated in the instruction enriched with reasoning about students’ thought processes and strategies. The prospective teacher’s noticing skills related to correct and incorrect student-invented strategies were examined before and after his engagement with the instruction provided. The data gathered through the prospective teacher’s written responses in the pre and post-tests and the follow up interviews were analysed with respect to the dimensions of the Professional Noticing of Children’s Mathematical Thinking framework. Moreover, to explore the evidence of knowledge that underpins the teacher’s noticing skills, data were analysed through the Mathematics Teacher’s Specialised Knowledge model. The findings indicated positive change in the prospective teacher’s noticing skills for both correct and incorrect student-invented strategies after his involvement in the intervention. © 2023 Mathematics Education Research Group of Australasia, Inc.. All rights reserved.
Açıklama
Anahtar Kelimeler
prospective teachers; student-invented strategies; teacher knowledge; teacher noticing; whole number multiplication
Kaynak
Mathematics Teacher Education and Development
WoS Q Değeri
Scopus Q Değeri
Q3
Cilt
25
Sayı
2
