Analyzing Preservice Mathematics Teachers' Professional Noticing

Autor/inn/en	Amador, Julie M.; Carter, Ingrid; Hudson, Rick A.
Titel	Analyzing Preservice Mathematics Teachers' Professional Noticing
Quelle	In: Action in Teacher Education, 38 (2016) 4, S.371-383 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0162-6620
Schlagwörter	Mathematics Education; Preservice Teacher Education; Preservice Teachers; Thinking Skills; Recognition (Achievement); Cognitive Processes; Video Technology; Protocol Analysis; Protocol Materials; Learning Strategies; Evidence; Instructional Improvement; Educational Practices; Student Teaching; Mathematics Skills; Qualitative Research; Case Studies; Teacher Education Programs + Suchen Sie Ihr Suchwort? Mathematische Bildung; Lehramtsstudiengang; Lehrerausbildung; Denkfähigkeit; Soziale Anerkennung; Cognitive process; Kognitiver Prozess; Unterrichtsprotokoll; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Evidenz; Unterrichtsqualität; Bildungspraxis; Teaching practice; Unterrichtspraxis; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Qualitative Forschung; Case study; Fallstudie; Case Study
Abstract	Recent research in mathematics education has highlighted the importance of teachers' abilities to professionally notice students' thinking. This study examined what preservice teachers professionally notice during lesson study to further describe their attention to students' mathematical thinking, their interpretations about students' reasoning, and the resulting decisions they make. Findings indicate preservice teachers commonly provided evaluative comments but were able to engage in some instances of more advanced Noticing in which they detailed students' strategies and analyzed evidence of student thinking to formulate interpretations about mathematical thinking. Analysis of these findings resulted in a framework for analyzing the content of focused and extended professional Noticing. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01