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| Autor/inn/en | Estapa, Anne T.; Amador, Julie; Kosko, Karl W.; Weston, Tracy; de Araujo, Zandra; Aming-Attai, Rachael |
|---|---|
| Titel | Preservice Teachers' Articulated Noticing through Pedagogies of Practice |
| Quelle | In: Journal of Mathematics Teacher Education, 21 (2018) 4, S.387-415 (29 Seiten)Infoseite zur Zeitschrift
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| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1386-4416 |
| DOI | 10.1007/s10857-017-9367-1 |
| Schlagwörter | Preservice Teachers; Elementary School Teachers; Teaching Methods; Mathematics Instruction; Mathematical Concepts; Mathematics Teachers; Classroom Environment |
| Abstract | Elementary preservice teachers at six universities engaged in a task that provided them opportunities to articulate their professional noticing within video representations, written decompositions, and animated approximations of practice. The preservice teachers' written accounts indicated that a majority attended to students or student thinking; however, when asked to illustrate their noticing through animation, focus shifted to the classroom teacher. Findings indicate the extent to which preservice teachers articulated specific mathematics concepts within and across pedagogies of practice and highlight the critical importance for selecting and utilizing multiple types of tasks to better understand preservice teacher noticing. Implications for eliciting and supporting preservice teacher noticing are discussed. (As Provided). |
| Anmerkungen | Springer. Available from: Springer Nature. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/ |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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