Enhancing preservice teachers’ noticing skills through a CEI-based model: a focus on perimeter

Date

2026-01-01

Author

Kuru, Özge Dışbudak
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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This study investigated how five senior prospective teachers (PSTs) developed professional noticing skills (attending, interpreting, and deciding) within a twelve-week Cycle of Enactment and Investigation (CEI) model focused on perimeter. Through iterative cycles of lesson planning, rehearsals, classroom teaching, and collaborative reflection, participants engaged continuously with student thinking. A qualitative case study design was employed. The study adopts discipline-specific, socio-cultural, and ecological perspectives, emphasising dynamic and context-sensitive conceptualisations of noticing. Data included pre- and post-assessments, video recordings, lesson plans, and group discussions. Findings indicated growth across all noticing components as PSTs engaged in approximations and authentic classroom experiences. Early activities supported attention to student strategies, while later stages enhanced interpretation and instructional decision-making. PSTs co-constructed understanding through dialogue, negotiated interpretations, and refined instructional responses. Overall, noticing emerged as a socially mediated, practice-based, and design-oriented process shaped through sustained, collaborative participation, offering an empirically grounded contribution to contemporary teacher education research.

Subject Keywords

cycle of enactment and investigation, mathematics education, perimeter, Professional noticing, teacher education

URI

https://www.scopus.com/inward/record.uri?partnerID=HzOxMe3b&scp=105040513393&origin=inward
https://hdl.handle.net/11511/119614

Collections

Department of Elementary Education, Article