An International Study of Prospective Secondary Teachers' Noticing of Student Thinking [Konferenzbericht] Paper presented at the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (41st, St. Louis, MO, Nov 14-17, 2019).

Autor/inn/en	Lesseig, Kristin; Hine, Gregory
Titel	An International Study of Prospective Secondary Teachers' Noticing of Student Thinking [Konferenzbericht] Paper presented at the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (41st, St. Louis, MO, Nov 14-17, 2019).
Quelle	(2019), (9 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Preservice Teachers; Secondary Education; Attention; Preservice Teacher Education; Foreign Countries; Teacher Student Relationship; Instructional Improvement; Mathematics Instruction; Australia + Suchen Sie Ihr Suchwort? Sekundarbereich; Aufmerksamkeit; Lehramtsstudiengang; Lehrerausbildung; Ausland; Teacher student relationships; Lehrer-Schüler-Beziehung; Unterrichtsqualität; Mathematics lessons; Mathematikunterricht; Australien
Abstract	Professional noticing of student thinking is considered a useful construct to investigate instructional decisions and activity made by teachers to support learning. This paper highlights the findings from one component of a multi-university (United States & Australia) research project focused on improving pre-service secondary mathematics teachers' (PSMTs) abilities to notice student thinking. The pre-post video component was specifically designed to document PSMTs' abilities to attend, interpret, and respond to student thinking. Results indicate that despite an improvement in ability to attend to and interpret student thinking, there was relatively no improvement in PSMTs' responding scores. This finding, which contradicts Monson et al.'s (2019) study, raises important questions about context and potential intervening factors to which researchers should attend when designing and implementing noticing interventions. [For the complete proceedings, see ED606556.] (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	2024/1/01