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A Case Study of Prospective Teachers Engaged in Professional Noticing of their Students’ Mathematical Thinking

Year: 2022

Type: article

Abstract: In this study, prospective teachers engaged in professional noticing of their students’ mathematical thinking captured in pieces of written work. Researchers then worked to characterize the prospective teachers’ professional noticing using a lens of responsive teaching. Results indicate that prospective teacher decisions about how to respond to their students’ mathematical thinking fall on a responsiveness continuum, often shifting in responsiveness across pieces of student written work. The findings of this study provide guidance for teacher educators who work to develop K–12 educators’ responsive teaching practices.

Source: Education Sciences

DOI: 10.3390/educsci12100656

Authors: Sarah Selmer, Denise Lindstrom, Erna Lampen

Institutions: West Virginia University, Stellenbosch University

Language: English

Topic: Mathematics Education and Teaching Techniques

Subfield: Education

Field: Social Sciences

Domain: Social Sciences

SDG: Quality education

Open Access status: gold

Estimated APC paid: $1,466