Prospective secondary teachers’ noticing of students’ thinking about the limit concept: pathways of development
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Título: | Prospective secondary teachers’ noticing of students’ thinking about the limit concept: pathways of development |
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Autor/es: | Fernández-Verdú, Ceneida | Moreno, Mar | Sánchez-Matamoros García, Gloria |
Grupo/s de investigación o GITE: | Investigación y Formación Didáctica |
Centro, Departamento o Servicio: | Universidad de Alicante. Departamento de Innovación y Formación Didáctica |
Palabras clave: | Prospective secondary teachers | Noticing | Limit | Development |
Fecha de publicación: | 12-abr-2024 |
Editor: | Springer Nature |
Cita bibliográfica: | ZDM – Mathematics Education. 2024. https://doi.org/10.1007/s11858-024-01573-z |
Resumen: | Research has shown that there is a need to examine prospective teachers’ development trajectories related to noticing expertise. An important content in the Spanish high school curriculum (16–18 years old) is the limit concept. Given the importance of this concept in the curriculum and the difficulties some prospective teachers have, developing their noticing of students’ mathematical thinking of this concept in teacher education programs is crucial to achieve high school student mathematics achievement. This study examines how prospective secondary school mathematics teachers (PTs) notice students’ mathematical thinking about the limit concept as they participated in a teaching module. PTs had to anticipate and interpret students’ mathematical understanding and make instructional decisions to support students’ conceptual progression using information about high school students’ understanding of the limit concept. We examined PTs changes related to how they anticipated, interpreted and made instructional decisions during the teaching module. We identified a change in how PTs conceived the understanding of the dynamic limit concept: from all-or-nothing dichotomy to progression; and a change in the instructional decisions they made: from decisions focused on changing the type of discontinuity to conceptual decisions. These changes allow us to characterise development noticing pathways. Our findings also help to identify the teaching module characteristics that support the development of PTs noticing. |
Patrocinador/es: | Open Access funding provided thanks to the CRUE-CSIC agreement with Springer Nature. Ministerio de Ciencia e Innovación España, PID2020-116514GB-I00, Conselleria d'Educació, Investigació, Cultura i Esport, Generalitat Valenciana, CIAICO/2021/279 |
URI: | http://hdl.handle.net/10045/142143 |
ISSN: | 1863-9690 (Print) | 1863-9704 (Online) |
DOI: | 10.1007/s11858-024-01573-z |
Idioma: | eng |
Tipo: | info:eu-repo/semantics/article |
Derechos: | © The Author(s) 2024. Open Access This article is licensed under a Creative Commons Attribution 4.0 International License, which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons licence, and indicate if changes were made. The images or other third party material in this article are included in the article's Creative Commons licence, unless indicated otherwise in a credit line to the material. If material is not included in the article's Creative Commons licence and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder. To view a copy of this licence, visit http://creativecommons.org/licenses/by/4.0/. |
Revisión científica: | si |
Versión del editor: | https://doi.org/10.1007/s11858-024-01573-z |
Aparece en las colecciones: | INV - IFD-DM - Artículos de Revistas |
Archivos en este ítem:
Archivo | Descripción | Tamaño | Formato | |
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Fernandez_etal_2024_ZDM.pdf | 3,25 MB | Adobe PDF | Abrir Vista previa | |
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