Noticing elementary students’ mathematical reasoning and diverse needs: investigating the impact of different noticing tasks

Abstract

Providing equitable mathematics learning opportunities in inclusive settings requires pre-service teachers (PSTs) to strengthen their skills to notice students’ diverse needs and mathematical reasoning. However, helping PSTs develop noticing skills is not an easy task for teacher educators. In our study, we examined the impact of different tasks (i.e. a written artefact task, an interview task, and a video analysis task) on elementary PSTs’ skills to notice the mathematical thinking of students with diverse needs. Our findings indicate that the sequence of three different noticing tasks scaffolded elementary PSTs’ ability to interpret and respond to students’ mathematical reasoning and individualized needs. Particularly, the interview task supported PSTs in effectively and purposefully interpreting and responding to mathematical reasoning and the struggles of elementary students with diverse needs. To articulate our findings, we share cases of three PSTs interviewing elementary students: one who struggles in mathematics, one who has an Individualized Education Program (IEP), and one who has been categorized as gifted and talented. We discuss our findings in relation to previous research, share implications for mathematics teacher educators, and provide recommendations for possible future studies.