Abstract
Because teachers cannot directly access the processes by which students construct their mathematical knowledge, Teacher Noticing, an activity that involves observing students’ work, interpreting students’ mathematical thinking about a task based on their remarks or actions, and responding to their thinking, is important to grasp students’ mathematical understanding. A possible way for teachers to develop noticing expertise is to engage in a situation focused on student thinking such as clinical interviews. However, noticing students’ thinking productively through clinical interviews remains a challenge, especially for pre-service teachers, not only because it requires a broad range of knowledge but also because of the absence of a framework to inform and evaluate the process. This paper addresses the development of such a framework for evaluating the quality of pre-service teachers’ noticing expertise in a context where students’ thinking is emphasized by removing normal classroom interruptions. It then demonstrates how the framework can be used for this purpose through three empirical examples of pre-service teachers who engaged in an intervention that involved conducting clinical interviews and analyzing students’ mathematical thinking by watching video-recordings of their clinical interviews.
Highlights
It demonstrates how the framework can be used for this purpose through three empirical examples of pre-service teachers who engaged in an intervention that involved conducting clinical interviews and analyzing students’ mathematical thinking by watching video-recordings of their clinical interviews
Research on teacher knowledge in mathematics education has developed extensively over the past two decades, much of it suggesting the importance of preparing pre-service mathematics teachers who have a deep understanding of content, pedagogical content and curricular knowledge (Ball, 1991; Carpenter, Fennema, Peterson, & Carey, 1988; Hill, Rowan, & Ball, 2005; Shulman, 1986), as each plays a significant role in developing effective strategies for teaching mathematics
This paper contributes to extending existing frameworks for mathematics teacher noticing by (1) proposing a framework for evaluating the quality of teacher noticing expertise in a context in which students’ thinking is emphasized by removing normal classroom interruptions and (2) demonstrating how the framework can be used for this purpose through three empirical examples of pre-service teachers who engaged in an intervention that involved conducting clinical interviews and analyzing students’ mathematical thinking by watching video-recordings of the clinical interviews
Summary
Research on teacher knowledge in mathematics education has developed extensively over the past two decades, much of it suggesting the importance of preparing pre-service mathematics teachers who have a deep understanding of content, pedagogical content and curricular knowledge (Ball, 1991; Carpenter, Fennema, Peterson, & Carey, 1988; Hill, Rowan, & Ball, 2005; Shulman, 1986), as each plays a significant role in developing effective strategies for teaching mathematics. Contribution of this paper to the literature This paper contributes to extending existing frameworks for mathematics teacher noticing by (1) proposing a framework for evaluating the quality of teacher noticing expertise in a context in which students’ thinking is emphasized by removing normal classroom interruptions and (2) demonstrating how the framework can be used for this purpose through three empirical examples of pre-service teachers who engaged in an intervention that involved conducting clinical interviews and analyzing students’ mathematical thinking by watching video-recordings of the clinical interviews. The purpose of this paper is to develop a framework for evaluating the quality of teacher noticing expertise in a context in which students’ thinking is emphasized by removing normal classroom interruptions and to demonstrate how the framework can be used for this purpose through empirical data collected in a field experience where interventions of conducting clinical interviews and analyzing students’ thinking after interviews are incorporated
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