A Proposal to Enhance Preservice Teacher’s Noticing
Walter F Castro 1 * , Luis Pino-Fan 2, Hilduara Velásquez-Echavarría 1
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1 Universidad de Antioquia, COLOMBIA
2 Universidad de Los Lagos, CHILE
* Corresponding Author

Abstract

This paper presents a proposal for the development of ‘Teacher noticing’ with the help of dimensions taken from the teacher’s didactic-mathematical knowledge model, that makes up a Guide for Didactical Reflection. The proposal is based on a study conducted during a time span of two years while the preservice teachers were in their teaching practicum. The methodology was qualitative and data were taken in video, audio, observing rubrics, and interviews formats. The results not only indicate that the Guide can help develop teachers’ noticing, in order to identify and to question several specific domains of teacher knowledge involved in mathematics teaching, but also suggest that prospective teachers are moved into action and translate their noticing in didactic action during class. We hypothesize that preservice effective noticing occurs at the intersection of practice and discussion over the practice, with the help of ‘noticing tools’ with respect to the mathematical activities of students.

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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

https://doi.org/10.29333/ejmste/92017

EURASIA J Math Sci and Tech Ed, 2018 - Volume 14 Issue 11, Article No: em1569

Publication date: 09 Jun 2018

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