Nurturing prospective teachers noticing skills through argumentation: The case of fractions
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Tarih
2024
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
Elsevier Sci Ltd
Erişim Hakkı
info:eu-repo/semantics/closedAccess
Özet
This study aimed to investigate the extent to which prospective teachers' noticing skills develop while they engage in argumentation on students' mathematical thinking regarding fractions. The study consisted of 10 third-year prospective teachers participating in online methods of teaching mathematics course. Classroom teaching experiment design was used where 8 sessions of teaching experiments were conducted. Data involved pre and post-tests, interviews, video recordings, daily reports, and post-discussion reflection papers. Findings revealed that prospective teachers' noticing skills of attending to students' strategies and making sense of their understanding were enhanced after their involvement in the classroom teaching experiment. Findings were discussed within the scope of the noticing literature.
Açıklama
Anahtar Kelimeler
Argumentation; Classroom teaching experiment; Fractions; Teacher noticing
Kaynak
Thinking Skills and Creativity
WoS Q Değeri
N/A
Scopus Q Değeri
Q1
Cilt
54
