Enhancing Noticing: Using a Hypothetical Learning Trajectory to Improve Pre-service Primary Teachers’ Professional Discourse
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Title: | Enhancing Noticing: Using a Hypothetical Learning Trajectory to Improve Pre-service Primary Teachers’ Professional Discourse |
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Authors: | Ivars, Pere | Fernández-Verdú, Ceneida | Llinares, Salvador | Choy, Ban Heng |
Research Group/s: | Investigación y Formación Didáctica |
Center, Department or Service: | Universidad de Alicante. Departamento de Innovación y Formación Didáctica |
Keywords: | Fractions | Hypothetical learning trajectories | Noticing | Pre-service primary school teachers learning | Professional discourse |
Knowledge Area: | Didáctica de la Matemática |
Issue Date: | 2018 |
Publisher: | Modestum |
Citation: | Eurasia Journal of Mathematics, Science and Technology Education. 2018. 14(11): em1599. doi:10.29333/ejmste/93421 |
Abstract: | 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. Twenty-nine 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. |
Sponsor: | This research was supported by the projects EDU2014-54526-R and EDU2017-87411-R from MINECO, and by a FPU grant FPU14/07107 from the Ministry of Education, Culture and Sports (Spain). |
URI: | http://hdl.handle.net/10045/77575 |
ISSN: | 1305-8215 (Print) | 1305-8223 (Online) |
DOI: | 10.29333/ejmste/93421 |
Language: | eng |
Type: | info:eu-repo/semantics/article |
Rights: | © 2018 by the authors; licensee Modestum Ltd., UK. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution License (http://creativecommons.org/licenses/by/4.0/) |
Peer Review: | si |
Publisher version: | https://doi.org/10.29333/ejmste/93421 |
Appears in Collections: | INV - IFD-DM - Artículos de Revistas |
Files in This Item:
File | Description | Size | Format | |
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2018_Ivars_etal_EURASIAJMathSciTechEd.pdf | 737,69 kB | Adobe PDF | Open Preview | |
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