The expertise of novices: A framework for prospective teacher's noticing of children's mathematical thinking

被引:0
作者
Bragelman, John [1 ]
Amador, Julie M. [2 ]
Superfine, Alison Castro [3 ]
机构
[1] Univ North Georgia, Dahlonega, GA 30597 USA
[2] Univ Idaho, Moscow, ID USA
[3] Univ Illinois, Chicago, IL USA
关键词
Preservice Teacher Preparation; Teacher Noticing; Children's mathematical thinking; Expertise Development; METACOGNITIVE KNOWLEDGE; VIDEO; REPRESENTATION; INSTRUCTION; IMPACT; SKILL;
D O I
10.1016/j.jmathb.2024.101151
中图分类号
G40 [教育学];
学科分类号
040101 ; 120403 ;
摘要
The purpose of this study was to articulate nuances within the process of learning to notice and to provide a framework for characterizing the capabilities of noticing in prospective mathematics teachers. We collected and analyzed data on teacher noticing based on classroom videos from prospective teachers in a mathematics content course. We analyzed data in accordance with existing research-based frameworks on noticing and in consideration with literature on expertise. We provide the Framework for the Expertise of Noticing, which describes noticing expertise along five dimensions: Evidence-based Noticing; Concrete vs. Abstract Characteristics in Noticing; Individual vs. Pattern Focus in Noticing; Task vs. Contextualized Perspective in Noticing; and Cognitive vs. Metacognitive Characteristics in Noticing. The framework is a tool for mathematics education researchers and teacher educators who study and support the development of noticing in prospective teachers.
引用
收藏
页数:15
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