Abstract
This study investigated effects of employing the Three-point framework (Key Point, Difficult Point, Critical Point) and three technology-aided interventions (online discussions, clinical interviews, and graphic lesson plan construction) on developing preservice teachers’ noticing skills in elementary mathematics pedagogy courses. Pre- and post-intervention assessments revealed significant improvement in the treatment group’s scores, and two case studies illustrated how the interventions can help preservice teachers develop noticing skills. These findings suggest that combining the framework with technology support provides an accessible model for guiding preservice teachers to use evidence from task-based interactions with learners to support instructional decisions.
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