Learning to notice important student mathematical thinking in complex classroom interactions

Noticing students' mathematical thinking is a key element of effective instruction, but novice teachers do not naturally engage in this practice. Prospective secondary school mathematics teachers were engaged in an intervention grounded in analysis of minimally edited video from local secondary school mathematics classrooms; the goal was to support their ability to notice important student thinking within the complexity of instruction. Evidence of participants' learning in five iterations of the intervention is discussed, including their focus on student mathematical thinking, their ability to discuss the mathematics in that thinking, and their ability to notice particular high-leverage instances of student thinking. (C) 2017 Elsevier Ltd. All rights reserved.