An analysis of preservice elementary teachers’ professional noticing skills in a mathematics education setting

Abstract

Prospective elementary mathematics teachers (PTs) were asked to analyze 28 videos of cognitive interviews. The purpose of this study was to determine if experiences analyzing videos would lead to improvements in PTs’ professional noticing skills. Using a coding schema that reflected three levels of understanding (periphery, transitional, and accomplished), a frequency table was constructed that allowed PTs’ use and understanding of a noticing framework to be analyzed. Findings indicate that experiences analyzing videos leads to improvements in PTs’ professional noticing skills.