Noticing Student Mathematical Thinking: Self-Contemplation of a Pre-Service Teacher

Autor/inn/en	Sevinc, Serife; Galindo, Enrique
Titel	Noticing Student Mathematical Thinking: Self-Contemplation of a Pre-Service Teacher
Quelle	In: European Journal of Science and Mathematics Education, 10 (2022) 2, S.154-170 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Sevinc, Serife) ORCID (Galindo, Enrique)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2301-251X
Schlagwörter	Mathematics Skills; Thinking Skills; Preservice Teachers; Formative Evaluation; Field Experience Programs; Metacognition; Mathematics Instruction; Barriers; Teacher Education Programs; Case Studies; Pedagogical Content Knowledge; Knowledge Base for Teaching; Elementary School Students; Undergraduate Students + Suchen Sie Ihr Suchwort? Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Denkfähigkeit; Praxisnahes Lernen; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Mathematics lessons; Mathematikunterricht; Case study; Fallstudie; Case Study; Pädagogische Kompetenz; Teaching theory; Theory of teaching; Unterrichtstheorie
Abstract	This study focused on a pre-service teacher's self-contemplations about the two opportunities provided in a field experience course, Formative Assessment Interviews (FAIs) and Model Building (MB), which were designed to support pre-service teachers developing the skills of noticing students' mathematical thinking. In the field experience, pre-service teachers conducted FAIs with a pair of children and participated in MB sessions to hypothesize students' mathematical thinking. The findings suggest that although the pre-service teacher, Gloria, experienced some challenges, FAIs and MBs created a supportive medium for the pre-service teacher's development of noticing student thinking and appreciating the value of this practice, which is important to gain in teacher education. (As Provided).
Anmerkungen	European Journal of Science and Mathematics Education. Eastern Mediterranean University, Farnagusta, TRNC, Mersin 10, Turkey. e-mail: editor@scimath.net; Web site: http://www.scimath.net
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01