Abstract
Many researchers have argued that teacher noticing is a key component for improving a mathematics teacher’s classroom practice. This study investigates the prospective elementary ability of teachers to notice. 169 prospective elementary school teachers participated in the study. They completed a written instrument, which was designed to investigate their noticing of a videotaped lesson of a fourth grade mathematics classroom. The main findings from our data can be summarized as follows: Prospective teachers’ imbalanced attention in regards to the three aspects of the teaching triad; there was a statistically significant difference between the second grade prospective teachers’ ability to notice and third grade prospective teachers’ ability to notice issues related to their students. Based on the results, we discussed possible explanations for features of our prospective teachers’ noticing and implications for prospective teacher education.
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Schedule a callMore From: The Korean Society of Educational Studies in Mathematics - Journal of Educational Research in Mathematics
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