Developing pre-service mathematics teachers’ professional noticing of students’ thinking in geometric measurement through pedagogies of practice

Date

2024-3

Author

Çaylan Ergene, Büşra

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The purpose of the study was to examine the extent to which pre-service teachers’ professional noticing of students’ mathematical thinking in geometric measurement changed when they participated in a video-based module situated in the pedagogies of practice framework. In addition, the study aimed to explore how a video-based module situated in the pedagogies of practice framework supported pre-service teachers’ professional noticing of students’ mathematical thinking in geometric measurement. The study employed a mixed methods intervention design, and the participants were 32 fourth-year (senior) pre-service teachers enrolled in an elementary mathematics education program at one of the state universities. The data were collected through a noticing questionnaire, reflection papers, individual semi- structured interviews, group discussions, and whole class discussions. Both qualitative and quantitative methods were used to analyze the data. The findings revealed that pre-service teachers’ professional noticing skills improved through the pedagogies of practice. Specifically, pre-service teachers’ decompositions of practice through analyzing and discussing the students’ mathematical thinking in the vi video clips provided as the representations of practice, as well as their enactment and reflection on their own practices in the task-based interviews they conducted as approximations of practice, contributed to the development of their professional noticing skills. In addition, the statistically significant change in the pre-service teachers’ attending to students’ solutions, interpreting students’ understanding, and deciding how to respond skills in the final questionnaire provided valuable insights into the effectiveness of the video-based module situated in the pedagogies of practice framework.

Subject Keywords

Professional noticing, Pedagogies of practice, Geometric measurement, Pre-service teacher education

URI

https://hdl.handle.net/11511/109155

Collections

Graduate School of Natural and Applied Sciences, Thesis