Literaturnachweis - Detailanzeige
| Autor/inn/en | Stockero, Shari L.; Stenzelbarton, Amanda D. |
|---|---|
| Titel | An Exploration of How Aspects of a Noticing Intervention Supported Prospective Mathematics Teacher Noticing [Konferenzbericht] Paper presented at the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (39th, Indianapolis, IN, Oct 5-8, 2017). |
| Quelle | (2017), (8 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Mathematics Teachers; Preservice Teachers; Attention; Intervention; Teaching Skills; Mathematical Logic; Thinking Skills; Program Effectiveness; Preservice Teacher Education; Video Technology; Observation; Elementary Secondary Education; Coding; Group Discussion |
| Abstract | Numerous studies, including our own, have documented that teacher noticing interventions can be effective in developing teachers' abilities to notice salient aspects of the mathematics classroom. In this study, we explore how specific aspects of one such intervention may have supported three prospective teachers in learning to notice high-potential instances of student mathematical thinking. The findings provide evidence that it was not one particular aspect of the intervention that was effective in supporting their noticing, but a combination of factors that include the use of a noticing framework, interactions with their peers and a facilitator, and targeted learning-to-notice activities. [For complete proceedings, see ED581294.] (As Provided). |
| Anmerkungen | North American Chapter of the International Group for the Psychology of Mathematics Education. e-mail: pmena.steeringcommittee@gmail.com; Web site: http://www.pmena.org/ |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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