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 |
Appears in Collections: | Journal Articles |
Files in This Item:
File | Description | Size | Format | |
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EJMSTE-14-11-1599.pdf | 798.48 kB | Adobe PDF | View/Open |
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