Examining changes in pre-service teachers’ ability to notice pupils’ mathematical thinking

A focus on perimeter-area relationship

Bibliographic Data

ID17577306
AuthorsBusra Caylan Ergene (Sakarya University, corresponding author), Mine Isiksal Bostan (Middle East Technical University)
Year2026
Pages1-23
Publication date2026-03-02
Peer ReviewedYes
Open AccessNo
TypeARTICLE
VenueJournal of Education for Teaching International Research and Pedagogy (JOURNAL)
Journal identifiersISSN: 0260-7476 • E-ISSN: 1360-0540
PublisherTaylor & Francis (PUBLISHER • GB)
DOI10.1080/02607476.2026.2639041
OpenAlexW7133988694
LanguageEN
References cited33

The aim of this study is to explore the extent to which 32 pre-service teachers’ professional noticing of pupils’ mathematical thinking in the perimeter-area relationship changes when they participate in a 14-week professional development programme. Initial and final noticing questionnaires were administered to measure the change in three professional noticing components: attending, interpreting, and deciding how to respond. Responses from these assessments illustrate the growth in the pre-service teachers’ professional noticing skills in terms of making a more detailed analysis of pupils’ solutions, supporting interpretations with evidence by going beyond the correctness of solutions and providing specific instructional moves based on pupils’ understanding

Notice · Cognitive and developmental aspects of mathematical skills · Mathematics Education and Teaching Techniques · Statistics Education and Methodologies

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