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

Bibliographic Data

ID22046213
AuthorsSarah Selmer (0000-0003-0352-4267, West Virginia University, corresponding author), Denise Lindstrom (0000-0003-3548-8846, West Virginia University), Erna Lampen (0000-0003-4376-9242, Stellenbosch University)
Year2022
Volume12
Issue10
Pages656
Publication date2022-09-28
Open AccessYes
TypeARTICLE
VenueEducation Sciences (JOURNAL)
Journal identifiersISSN: 2227-7102 • E-ISSN: 2227-7102
PublisherMDPI AG (PUBLISHER • IT)
DOI10.3390/educsci12100656
OpenAlexW4297521815
LanguageEN
Citations received2
References cited23

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

Mathematics education · Pedagogy · Education and Technology Integration · Engineering · Innovative Teaching and Learning Methods · Mathematics Education and Teaching Techniques · Psychology

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Open DOIOpen Access