Document Type

Article

Language

eng

Publication Date

2018

Publisher

Modestum Ltd.

Source Publication

Eurasia Journal of Mathematics, Science, and Technology Education

Source ISSN

1305-8215

Abstract

This study sheds light on three teaching competencies: Pre-service teachers’ (PSTs’) professional noticing of student mathematical reasoning and strategies, their ability to assess the validity of student reasoning and strategies, and to select student strategy for class discussion. Our results reveal that PSTs with strong awareness of mathematically significant aspects of student reasoning and strategies (focused noticing) were better positioned to assess the validity of student reasoning and strategies. PSTs with higher strategy evaluation skills were more likely to choose the strategy to engage class in justification or to advance students’ conceptual understanding compared to PSTs with low strategy evaluation skills.

Comments

Published version. Eurasia Journal of Mathematics, Science, and Technology Education, Vol. 14, No. 11 (2018). DOI. This article is © 2018 by the authors; licensee Modestum Ltd., UK. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution License

Creative Commons License

Creative Commons Attribution 4.0 License
This work is licensed under a Creative Commons Attribution 4.0 License.

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