Comparing Preservice Teachers' Professional Noticing Skills in Elementary Mathematics Classrooms

Autor/inn/en	Fisher, Molly H.; Thomas, Jonathan; Jong, Cindy; Schack, Edna O.; Dueber, David
Titel	Comparing Preservice Teachers' Professional Noticing Skills in Elementary Mathematics Classrooms
Quelle	In: School Science and Mathematics, 119 (2019) 3, S.142-149 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0036-6803
DOI	10.1111/ssm.12324
Schlagwörter	Comparative Analysis; Teaching Methods; Thinking Skills; Elementary School Teachers; Mathematics Instruction; Algebra; Video Technology; Vignettes; Mathematics Skills; Control Groups; Experimental Groups; Preservice Teachers; Abstract Reasoning; Elementary School Students; Teacher Student Relationship + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Denkfähigkeit; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Mathematics lessons; Mathematikunterricht; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Abstraktes Denken; Denken; Teacher student relationships; Lehrer-Schüler-Beziehung
Abstract	This paper examines the implementation of an instructional module on preservice elementary teachers' professional noticing of children's mathematical thinking. The module focuses on professional noticing skills through the content focus of early algebraic reasoning and uses complex video vignettes from whole class instruction in authentic elementary mathematics classrooms. Findings indicated that two of the three components of professional noticing (attending and interpreting) showed statistically significant increases in a treatment group that did not occur in a comparison group. The deciding component remains a challenge that warrants further research. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01