Pre-service elementary teachers' noticing expertise of students' mathematical thinking: the case of fractions

Date

2021-10-01

Author

Coskun, Sumeyra Dogan
Sitrava, Reyhan Tekin
Işıksal Bostan, Mine

Metadata

Show full item record

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

Item Usage Stats

363
views

0
downloads

The purpose of the study is to investigate pre-service elementary teachers' noticing expertise of students' mathematical thinking within the context of fractions. For this purpose, 32 pre-service elementary teachers were asked to examine students' answers and ways of thinking given in written excerpts related to fractions. The data was mainly analysed using the constant comparative method to identify similarities and differences in pre-service elementary teachers' answers based on the existing Professional Noticing of Children's Mathematical Thinking framework developed by Jacobs, Lamb, and Philipp ([2010]. Professional noticing of children's mathematical thinking. Journal for Research in Mathematics Education, 41(2), 169-202.). The findings indicated that the vast majority of the pre-service elementary teachers showed at least a limited level in all professional noticing skills: attending, interpreting, and deciding how to respond. The findings serve to inform teacher educators to include written excerpts in their mathematics teaching courses and, thus result in improvement in pre-service teachers' noticing skills.

Subject Keywords

Fractions, noticing expertise, pre-service elementary, teachersteacher education

URI

https://hdl.handle.net/11511/93787

Journal

INTERNATIONAL JOURNAL OF MATHEMATICAL EDUCATION IN SCIENCE AND TECHNOLOGY

DOI

https://doi.org/10.1080/0020739x.2021.1979260

Collections

Department of Mathematics and Science Education, Article

Suggestions

OpenMETU
Core

Pre-service elementary teachers' motivations to become a teacher and its relationship with teaching self-efficacy Bilim, Ibrahim (2014-06-08) This study investigated 341 pre-service elementary teachers' motives to become a teacher using Factors Influencing Teaching Choice (FIT-Choice) theory as a basis. It then investigated how these motivations change as candidates follow their training and these motivations' relationship with teaching self-efficacy. The results suggests that Altruistic motives (make social contribution, shape future of children and enhance social equity) were the most influential followed by prior teaching and learning experien...
Pre-service middle school mathematics teachers’ (Mis)conceptions of definitions, classifications, and inclusion relations of quadrilaterals Baktemur, Gamze; Civak, Rukiye Ayan; Işıksal Bostan, Mine (2021-10-01) The purpose of this study is to examine pre-service middle school mathematics teachers’ (mis)conceptions related to definitions, classifications, and inclusion relations of convex quadrilaterals through a case study research design. The participants of the study were 20 pre-service middle school mathematics teachers who attended a must course, “The Methods of Teaching Mathematics” in a public university in Ankara, Turkey. Purposive sampling strategy was used to select the participants. The data were collect...
Öğrenme rotaları temelli öğretimde öğretmen adaylarının matematiksel alan bilgilerini yeniden yapılandırmaları Yılmaz, Zuhal; Haser, Çiğdem (2018-01-01) Çalışmanın amacı sınıf öğretmeni adaylarının eşpaylaşım konusu ile ilgili matematiksel alan bilgilerini (MAB) öğrenme rotaları temelli bir öğretim ortamında nasıl yeniden yapılandırdıklarını incelemektir. Bu bağlamda dokuz öğretmen adayı ile bir öğretim deneyi eşpaylaşım öğrenme rotası kullanılarak gerçekleştirilmiştir. Çalışmanın bulguları, adayların mevcut kavram yanılgı ve hatalarını düzelttiklerini ve bu yanılgı ve hataların altında yatan sebepleri açığa çıkardıklarını ortaya koymaktadır. Aynı zamanda, ...
PRESERVICE TEACHERS' KNOWLEDGE OF STUDENTS' COGNITIVE PROCESSES ABOUT THE DIVISION OF FRACTIONS Işıksal Bostan, Mine; Çakıroğlu, Erdinç (2008-01-01) The purpose of this study was to examine preservice mathematics teachers' knowledge about common (mis)conceptions and difficulties of elementary students. In addition, it Was aimed to investigate preservice teachers' knowledge about the possible sources of these misconception/difficulties, and their suggested strategies to overcome those difficulties. Data was collected from senior preservice elementary mathematics teachers enrolled in a teacher education program at a public university at the end of the spr...
Noticing Student Mathematical Thinking Within the Context of Lesson Study GÜNER, Pınar; Akyüz, Didem (SAGE Publications, 2019-12-21) The purpose of this study is to investigate a preservice middle school mathematics teacher's noticing of student mathematical thinking within the context of lesson study as a component of a teaching practicum course in a teacher education program. This study also examines how preservice teacher education experiences in the context of lesson study influence the noticing skill of the participant preservice teacher, Lisa. Results indicated that the lesson study process supported teacher noticing of student mat...

Citation Formats

S. D. Coskun, R. T. Sitrava, and M. Işıksal Bostan, “Pre-service elementary teachers’ noticing expertise of students’ mathematical thinking: the case of fractions,” INTERNATIONAL JOURNAL OF MATHEMATICAL EDUCATION IN SCIENCE AND TECHNOLOGY, pp. 0–0, 2021, Accessed: 00, 2021. [Online]. Available: https://hdl.handle.net/11511/93787.