Examining changes in pre-service teachers’ ability to notice pupils’ mathematical thinking: a focus on perimeter-area relationship

Date

2026-01-01

Author

Caylan Ergene, Busra
Işıksal Bostan, Mine

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This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

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The aim of this study is to explore the extent to which 32 pre-service teachers’ professional noticing of pupils’ mathematical thinking in the perimeter-area relationship changes when they participate in a 14-week professional development programme. Initial and final noticing questionnaires were administered to measure the change in three professional noticing components: attending, interpreting, and deciding how to respond. Responses from these assessments illustrate the growth in the pre-service teachers’ professional noticing skills in terms of making a more detailed analysis of pupils’ solutions, supporting interpretations with evidence by going beyond the correctness of solutions and providing specific instructional moves based on pupils’ understanding.

Subject Keywords

pedagogies of practice, perimeter-area relationship, pre-service teacher education, Professional noticing

URI

https://www.scopus.com/inward/record.uri?partnerID=HzOxMe3b&scp=105031803033&origin=inward
https://hdl.handle.net/11511/118977

Collections

Department of Elementary Education, Article