Enhancing Noticing: Using a Hypothetical Learning Trajectory to Improve Pre-service Primary Teachers’ Professional Discourse

Pedro Ivars; Ceneida Fernández; Salvador Llinares; Ban Heng Choy

doi:10.29333/ejmste/93421

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Pedro Ivars ¹ ^* , Ceneida Fernández ¹, Salvador Llinares ¹, Ban Heng Choy ²

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¹ Dept. Innovación y Formación Didáctica. University of Alicante, SPAIN² National Institute of Education, Nanyang Technological University, SINGAPORE^* Corresponding Author

Abstract

The aim of this paper is to examine whether the use of a hypothetical learning trajectory as a guide to notice students’ mathematical thinking could improve pre-service teachers professional discourse and enhance pre-service teachers’ noticing. Twenty-nine pre-service primary school teachers participated in a learning environment in which they had to interpret students’ thinking about the fraction concept using a hypothetical learning trajectory as a guide. Results suggest that using a hypothetical learning trajectory as a guide helped pre-service teachers develop a more detailed discourse when interpreting students’ mathematical thinking, enhancing their noticing skill. The enhancement of the skill of noticing, however, was linked to pre-service teachers’ mathematical content knowledge. This research provides teacher educators with resources to help pre-service teachers produce a more detailed professional discourse to attend to the details of students’ answers and their different mathematical levels of thinking in mathematics teacher education programs.

Keywords

fractions
hypothetical learning trajectories
noticing
pre-service primary school teachers learning
professional discourse

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This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

EURASIA J Math Sci Tech Ed, 2018, Volume 14, Issue 11, Article No: em1599

https://doi.org/10.29333/ejmste/93421

Publication date: 14 Jul 2018

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Article Downloads: 2795

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How to cite this article

APA

Ivars, P., Fernández, C., Llinares, S., & Choy, B. H. (2018). Enhancing Noticing: Using a Hypothetical Learning Trajectory to Improve Pre-service Primary Teachers’ Professional Discourse. Eurasia Journal of Mathematics, Science and Technology Education, 14(11), em1599. https://doi.org/10.29333/ejmste/93421

Vancouver

Ivars P, Fernández C, Llinares S, Choy BH. Enhancing Noticing: Using a Hypothetical Learning Trajectory to Improve Pre-service Primary Teachers’ Professional Discourse. EURASIA J Math Sci Tech Ed. 2018;14(11):em1599. https://doi.org/10.29333/ejmste/93421

AMA

Ivars P, Fernández C, Llinares S, Choy BH. Enhancing Noticing: Using a Hypothetical Learning Trajectory to Improve Pre-service Primary Teachers’ Professional Discourse. EURASIA J Math Sci Tech Ed. 2018;14(11), em1599. https://doi.org/10.29333/ejmste/93421

Chicago

Ivars, Pedro, Ceneida Fernández, Salvador Llinares, and Ban Heng Choy. "Enhancing Noticing: Using a Hypothetical Learning Trajectory to Improve Pre-service Primary Teachers’ Professional Discourse". Eurasia Journal of Mathematics, Science and Technology Education 2018 14 no. 11 (2018): em1599. https://doi.org/10.29333/ejmste/93421

Harvard

Ivars, P., Fernández, C., Llinares, S., and Choy, B. H. (2018). Enhancing Noticing: Using a Hypothetical Learning Trajectory to Improve Pre-service Primary Teachers’ Professional Discourse. Eurasia Journal of Mathematics, Science and Technology Education, 14(11), em1599. https://doi.org/10.29333/ejmste/93421

MLA

Ivars, Pedro et al. "Enhancing Noticing: Using a Hypothetical Learning Trajectory to Improve Pre-service Primary Teachers’ Professional Discourse". Eurasia Journal of Mathematics, Science and Technology Education, vol. 14, no. 11, 2018, em1599. https://doi.org/10.29333/ejmste/93421