Changes in noticing multiple dimensions in classroom situations among pre-service mathematics teachers

Abstract

This paper explores changes in pre-service mathematics teachers' (PSTs) noticing of critical events during a year-long preparation program. Twenty PSTs identified, described and interpreted critical events they witnessed during classroom observations and teaching. We used a previously developed model to examine changes in PSTs’ degree of attentional focus and interpretational focus. Findings revealed that for most participants, the attentional focus was broaden, and even for those whose not, the interpretational focus broadened. The paper then examines these changes in terms of the dimensions of learning and teaching—cognitive, affective, and social dimensions—and discusses the contributions and implications.