Eliciting and Analyzing Preservice Teachers' Mathematical Noticing

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  • 1 University of Idaho
  • 2 Iowa State University
  • 3 University of Missouri
  • 4 Kent State University
  • 5 Middlebury College

In an effort to elicit elementary preservice teachers' mathematical noticing, mathematics teacher educators at 6 universities designed and implemented a 3-step task that used video, writing, and animation. The intent of the task was to elicit preservice teachers' mathematical noticing–that is, noticing specific to mathematics content and how students reason about content. Preservice teachers communicated their noticing through both written accounts and selfcreated animations. Findings showed that the specific city of mathematical noticing differed with the medium used and that preservice teachers focused on different mathematical content across the methods sections, illuminating the importance for mathematics teacher educators understanding of the noticing practices of the preservice teachers with whom they work. This report includes implications for using the task in methods courses and modifying course instruction to develop noticing following task implementation.

Contributor Notes

Julie M. Amador, Department of Curriculum and Instruction, University of Idaho, Coeur d'Alene, ID 83814; jamador@uidaho.edu

Anne Estapa, School of Education, Iowa State University, Ames, IA 50011; aestapa@iastate.edu

Zandra de Araujo, Department of Learning, Teaching, and Curriculum, University of Missouri, Columbia, MO 65211; dearaujoz@missouri.edu

Karl W. Kosko, Teaching, Learning, and Curriculum Studies, Kent State University, Kent, OH 44242; kkosko1@kent.edu

Tracy L. Weston, Program in Education Studies, Middlebury College, Middlebury, VT 05753; tweston@middlebury.edu

(Corresponding author is Amador jamador@uidaho.edu)(Corresponding author is Estapa aestapa@iastate.edu)(Corresponding author is Araujo dearaujoz@missouri.edu)(Corresponding author is Kosko kkosko1@kent.edu)(Corresponding author is Weston tweston@middlebury.edu)
Mathematics Teacher Educator

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