Do You See What I See? Formative Assessment of Preservice Teachers’ Noticing of Students’ Mathematical Thinking

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  • 1 Eastern Michigan University
  • 2 University of Mississippi

Developing expertise in professional noticing of students’ mathematical thinking takes time and meaningful learning experiences. We used the LessonSketch platform to create a learning experience for secondary preservice teachers (PSTs) involving an approximation of teaching practice to formatively assess PSTs’ noticing skills of students’ mathematical thinking. Our study showed that approximations of teaching practice embedded within platforms like LessonSketch can enable mathematics teacher educators (MTEs) to carry out effective formative assessment of PSTs’ professional noticing of students’ mathematical thinking that is meaningful for both PSTs and MTEs. The experience itself as well as its design features and framework used with the assessment can be applied in the work of MTEs who develop teachers’ professional noticing skills of students’ mathematical thinking.

Footnotes

This material is based upon work partially supported by the National Science Foundation under Grant No. DRL-1316241. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the authors and do not necessarily reflect the views of the National Science Foundation.

This article was edited by Kristen Bieda, associate editor of MTE at the time the manuscript was submitted.

Contributor Notes

Stephanie Casey, Eastern Michigan University, Department of Mathematics and Statistics, Ypsilanti, MI 48197

Joel Amidon, University of Mississippi, Department of Teacher Education, University, MS 38677

(Corresponding author is Casey scasey1@emich.edu)(Corresponding author is Amidon jcamidon@go.olemiss.edu)
Mathematics Teacher Educator
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