文章基本信息

标题：Enhancing Noticing: Using a Hypothetical Learning Trajectory to Improve Pre-service Primary Teachers’ Professional Discourse
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作者：Pedro Ivars ; Ceneida Fernández ; Salvador Llinares 等
期刊名称：Eurasia Journal of Mathematics, Science & Technology Education
印刷版ISSN：1305-8223
电子版ISSN：1305-8223
出版年度：2018
卷号：14
期号：11
页码：1-16
DOI：10.29333/ejmste/93421
出版社：Pamukkale Univ Dept Sci Education
摘要：The aim of this paper is to examine whether the use of a hypothetical learning trajectory as a guide to notice students’ mathematical thinking could improve pre-service teachers professional discourse and enhance pre-service teachers’ noticing. Twentynine pre-service primary school teachers participated in a learning environment in which they had to interpret students’ thinking about the fraction concept using a hypothetical learning trajectory as a guide. Results suggest that using a hypothetical learning trajectory as a guide helped pre-service teachers develop a more detailed discourse when interpreting students’ mathematical thinking, enhancing their noticing skill. The enhancement of the skill of noticing, however, was linked to pre-service teachers’ mathematical content knowledge. This research provides teacher educators with resources to help pre-service teachers produce a more detailed professional discourse to attend to the details of students’ answers and their different mathematical levels of thinking in mathematics teacher education programs.
关键词：fractions; hypothetical learning trajectories; noticing; pre-service primary; school teachers learning; professional discourse