Pre-service K-8 Teachers’ Professional Noticing and Strategy Evaluation Skills: An Exploratory Study
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.
Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.
Recommended Citation
Zambak, Vecihi S. and Magiera, Marta T., "Pre-service K-8 Teachers’ Professional Noticing and Strategy Evaluation Skills: An Exploratory Study" (2018). Mathematical and Statistical Science Faculty Research and Publications. 5.
https://epublications.marquette.edu/math_fac/5
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