Abstract
Previous research has shown evidence of pre-service teachers’ development of the skill of noticing students’ mathematical understanding when they participate in online debates, throughout meetings with colleagues or watching video clips. The aim of our study is to analyze if writing narratives and receiving feedback from a university tutor could help pre-service teachers develop this skill during their teaching practices at schools. In their narratives, pre-service elementary teachers had to identify critical events related to students’ mathematical understanding, describe and interpret them and make new instructional decisions to support the conceptual development of students. Results suggest that writing narratives with this focus and the tutor’s feedback helped pre-service teachers structure their attention on students’ mathematical understanding. In this sense, our study provides information about how the skill of noticing students’ mathematical understanding can be developed in teacher education programs.
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