Prospective Teachers' Noticing and Mathematical Decisions to Respond: Using Technology to Approximate Practice

Autor/inn/en	Amador, Julie M.; Estapa, Anne; Kosko, Karl; Weston, Tracy
Titel	Prospective Teachers' Noticing and Mathematical Decisions to Respond: Using Technology to Approximate Practice
Quelle	In: International Journal of Mathematical Education in Science and Technology, 52 (2021) 1, S.3-22 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Amador, Julie M.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0020-739X
DOI	10.1080/0020739X.2019.1656828
Schlagwörter	Preservice Teachers; Mathematics Instruction; Teaching Methods; Decision Making; Cartoons; Animation; Video Technology; Lesson Plans; Fractions; Teaching Skills; Teacher Student Relationship; Student Attitudes; Computer Software; Undergraduate Students; Elementary School Teachers; Teacher Education Programs + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Decision-making; Entscheidungsfindung; Zeichentrickfilm; Lesson planning; Unterrichtsplanung; Bruchrechnung; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung; Teacher student relationships; Lehrer-Schüler-Beziehung; Schülerverhalten; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende
Abstract	In recent years, teacher professional noticing has become more prevalent internationally. One common definition to distinguish professional noticing from everyday noticing includes the three interrelated skills of attending, interpreting and deciding to respond. We used qualitative analysis to explore prospective teachers' approximations of practice and decisions to respond. Prospective teachers at four universities (n = 89) utilized one of two technological platforms: GoAnimate and Lesson"Sketch" to communicate their pedagogical decision through animations or comic-based depictions in response to watching video of a lesson on fractions. Findings indicate prospective teachers most commonly included teacher moves that: (a) explored what the student(s) had already done or suggested, or (b) ensured that the student(s) understood the problem or had an entry point. Notable differences were found in the teacher decisions based on the different platforms, raising questions about the various modalities that may be used to support prospective teachers to communicate their thinking. Findings provide insight about pedagogical decisions to support students' fractional understanding. We suggest that researchers and practitioners may consider extending the noticing framework to include a fourth skill, enactment, so the professional noticing framework would encompass attending, interpreting, deciding to respond and enacting decisions. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01