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Autor/inn/en | Fisher, Molly H.; Thomas, Jonathan; Jong, Cindy; Schack, Edna O.; Dueber, David |
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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 |
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 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). |
Anmerkungen | Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |