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

Coskun S., Tekin Sitrava R., Işıksal Bostan M.

International Journal of Mathematical Education in Science and Technology, cilt.54, sa.6, ss.982-999, 2023 (ESCI) identifier identifier

  • Yayın Türü: Makale / Tam Makale
  • Cilt numarası: 54 Sayı: 6
  • Basım Tarihi: 2023
  • Doi Numarası: 10.1080/0020739x.2021.1979260
  • Dergi Adı: International Journal of Mathematical Education in Science and Technology
  • Derginin Tarandığı İndeksler: Emerging Sources Citation Index (ESCI), Scopus, Academic Search Premier, IBZ Online, Applied Science & Technology Source, Computer & Applied Sciences, EBSCO Education Source, Education Abstracts, Educational research abstracts (ERA), ERIC (Education Resources Information Center), zbMATH, DIALNET
  • Sayfa Sayıları: ss.982-999
  • Anahtar Kelimeler: Fractions, noticing expertise, pre-service elementary teachers, teacher education, CLASSROOM, FRAMEWORK, EDUCATION, ABILITY, VIDEO
  • Eskişehir Osmangazi Üniversitesi Adresli: Evet

Özet

© 2021 Informa UK Limited, trading as Taylor & Francis Group.The 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.