Noticing Student Mathematical Thinking within the Context of Lesson Study

Autor/inn/en	Guner, Pinar; Akyuz, Didem
Titel	Noticing Student Mathematical Thinking within the Context of Lesson Study
Quelle	In: Journal of Teacher Education, 71 (2020) 5, S.568-583 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Guner, Pinar)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4871
DOI	10.1177/0022487119892964
Schlagwörter	Preservice Teachers; Middle School Teachers; Mathematics Teachers; Mathematical Logic; Communities of Practice; Practicums; Teacher Education Programs; Attention; Cooperation; Interaction; Group Dynamics; Mathematics Instruction; Foreign Countries; Lesson Plans; Planning; Turkey + Suchen Sie Ihr Suchwort? Middle school; Middle schools; Teacher; Teachers; Mittelschule; Mittelstufenschule; Lehrer; Lehrerin; Lehrende; Mathematics; Mathematik; Mathematical logics; Mathematische Logik; Community; Practicum; Praktikum; Praktika; Aufmerksamkeit; Co-operation; Kooperation; Interaktion; Gruppendynamik; Mathematics lessons; Mathematikunterricht; Ausland; Lesson planning; Unterrichtsplanung; Ablaufplanung; Planungsprozess; Türkei
Abstract	The purpose of this study is to investigate a preservice middle school mathematics teacher's noticing of student mathematical thinking within the context of lesson study as a component of a teaching practicum course in a teacher education program. This study also examines how preservice teacher education experiences in the context of lesson study influence the noticing skill of the participant preservice teacher, Lisa. Results indicated that the lesson study process supported teacher noticing of student mathematical thinking as the preservice teacher engaged in planning, teaching, and reflecting on the lessons. It was found that the collaborative and reflective structure of lesson study based on the anticipation of students' thinking and interactions between group members significantly increased the level of noticing. The study also revealed that reading about mathematics subjects and the classroom teacher's feedback proved helpful to develop Lisa's noticing. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01