Enhancing Noticing: Using a Hypothetical Learning Trajectory to Improve Pre-service Primary Teachers’ Professional Discourse
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, SPAIN
2 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.

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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/93421

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

Publication date: 14 Jul 2018

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