Please use this identifier to cite or link to this item: http://hdl.handle.net/10497/24022
Title: 
Authors: 
Keywords: 
Fractions
Hypothetical learning trajectories
Noticing
Pre-service primary school teachers learning
Professional discourse
Issue Date: 
2018
Citation: 
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), Article em1599. https://doi.org/10.29333/ejmste/93421
Journal: 
EURASIA Journal of Mathematics, Science and Technology Education
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.
URI: 
ISSN: 
1305-8215 (print)
1305-8223 (online)
DOI: 
Grant ID: 
EDU2014-54526-R
EDU2017-87411-R
FPU14/07107
Funding Agency: 
MINECO
Ministry of Education, Culture and Sports (Spain)
File Permission: 
Open
File Availability: 
With file
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