Case Study of Prospective Teachers Engaged in Professional Noticing of their Students’ Mathematical Thinking

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sarah_case_2022.pdf(824.68 KB)
Date
2022-09-28
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Journal ISSN
Volume Title
Publisher
MDPI
Abstract
Abstract: In this study, prospective teachers engaged in professional noticing of their students’ mathematical thinking captured in pieces of written work. Researchers then worked to characterize the prospective teachers’ professional noticing using a lens of responsive teaching. Results indicate that prospective teacher decisions about how to respond to their students’ mathematical thinking fall on a responsiveness continuum, often shifting in responsiveness across pieces of student written work. The findings of this study provide guidance for teacher educators who work to develop K–12 educators’ responsive teaching practices.
Description
CITATION: Selmer, S.; Lindstrom, D.; Lampen, E. A Case Study of Prospective Teachers Engaged in Professional Noticing of their Students’ Mathematical Thinking. Educ. Sci. 2022, 12, 656. doi.10.3390/educsci12100656
The original publication is available at: https://www.mdpi.com
Keywords
Professional noticing, Responsive teaching, Teacher education, Mathematics education
Citation
Selmer, S.; Lindstrom, D.; Lampen, E. A Case Study of Prospective Teachers Engaged in Professional Noticing of their Students’ Mathematical Thinking. Educ. Sci. 2022, 12, 656. doi.10.3390/educsci12100656
URI
http://hdl.handle.net/10019.1/125756
Collections
Research Articles (Curriculum Studies)