Pre-service elementary teachers' noticing expertise of students' mathematical thinking: the case of fractions

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dc.contributor.authorCoşkun, Sümeyra Doğan
dc.contributor.authorSitrava, Reyhan Tekin
dc.contributor.authorBostan, Mine Isiksal
dc.date.accessioned2025-01-21T16:43:45Z
dc.date.available2025-01-21T16:43:45Z
dc.date.issued2023
dc.departmentKırıkkale Üniversitesi
dc.description.abstractThe purpose of the study is to investigate pre-service elementary teachers' noticing expertise of students' mathematical thinking within the context of fractions. For this purpose, 32 pre-service elementary teachers were asked to examine students' answers and ways of thinking given in written excerpts related to fractions. The data was mainly analysed using the constant comparative method to identify similarities and differences in pre-service elementary teachers' answers based on the existing Professional Noticing of Children's Mathematical Thinking framework developed by Jacobs, Lamb, and Philipp ([2010]. Professional noticing of children's mathematical thinking. Journal for Research in Mathematics Education, 41(2), 169-202.). The findings indicated that the vast majority of the pre-service elementary teachers showed at least a limited level in all professional noticing skills: attending, interpreting, and deciding how to respond. The findings serve to inform teacher educators to include written excerpts in their mathematics teaching courses and, thus result in improvement in pre-service teachers' noticing skills.
dc.identifier.doi10.1080/0020739X.2021.1979260
dc.identifier.endpage999
dc.identifier.issn0020-739X
dc.identifier.issn1464-5211
dc.identifier.issue6
dc.identifier.scopus2-s2.0-85116311447
dc.identifier.scopusqualityQ1
dc.identifier.startpage982
dc.identifier.urihttps://doi.org/10.1080/0020739X.2021.1979260
dc.identifier.urihttps://hdl.handle.net/20.500.12587/25307
dc.identifier.volume54
dc.identifier.wosWOS:000702673500001
dc.identifier.wosqualityN/A
dc.indekslendigikaynakWeb of Science
dc.indekslendigikaynakScopus
dc.language.isoen
dc.publisherTaylor & Francis Ltd
dc.relation.ispartofInternational Journal of Mathematical Education In Science and Technology
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanı
dc.rightsinfo:eu-repo/semantics/closedAccess
dc.snmzKA_20241229
dc.subjectFractions; noticing expertise; pre-service elementary teachers; teacher education
dc.titlePre-service elementary teachers' noticing expertise of students' mathematical thinking: the case of fractions
dc.typeArticle

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