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

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dc.contributor.authorSelmer, Sarahen_ZA
dc.contributor.authorLindstrom, Deniseen_ZA
dc.contributor.authorLampen, Ernaen_ZA
dc.date.accessioned2022-10-07T10:34:56Z
dc.date.available2022-10-07T10:34:56Z
dc.date.issued2022-09-28
dc.descriptionCITATION: 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/educsci12100656en_ZA
dc.descriptionThe original publication is available at: https://www.mdpi.comen_ZA
dc.description.abstractAbstract: 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.en_ZA
dc.description.versionPublisher’s versionen_ZA
dc.format.extent16 Pagesen_ZA
dc.identifier.citationSelmer, 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/educsci12100656en_ZA
dc.identifier.issn2227-7102 (Online)en_ZA
dc.identifier.otherdoi.10.3390/educsci12100656en_ZA
dc.identifier.urihttp://hdl.handle.net/10019.1/125756
dc.language.isoen_ZAen_ZA
dc.publisherMDPIen_ZA
dc.rights.holderAuthors retain copyrighten_ZA
dc.subjectProfessional noticingen_ZA
dc.subjectResponsive teachingen_ZA
dc.subjectTeacher educationen_ZA
dc.subjectMathematics educationen_ZA
dc.titleCase Study of Prospective Teachers Engaged in Professional Noticing of their Students’ Mathematical Thinkingen_ZA
dc.typeArticleen_ZA
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