Development of Prospective Teachers’ Noticing Skills Within Initial Teacher Education

Abstract

Although the effects of professional development programs on teachers’ noticing skills have attracted considerable interest among mathematics education researchers, little is known about the developmental process of prospective teachers’ noticing skills within initial teacher education. This paper examines the extent to which prospective teachers’ noticing skills are developed through the mathematics education courses taken within the mathematics teachers’ education program using exemplarily the topic division of fractions. The study is grounded on the framework of Professional Noticing of Children’s Mathematical Thinking which specifies three facets of noticing, that are attending, interpreting, and deciding how to respond. Twenty-two prospective mathematics teachers (PSTs), who were enrolled in the Middle School Mathematics Teacher Education Program at a Turkish university, participated in this study. The results revealed that most PSTs gained expertise in all three kinds of noticing skills during their teacher education. The highest progression could be identified in the interpretation skills and the lowest in attending skills. These results are important for initial teacher education programs, highlighting that general, non-specialized mathematics education courses within initial teacher education have the potential to provide an efficient professional development program to develop PST’s noticing skills. The study points out that further research is needed in order to provide additional details about how teacher education programs could be redesigned and implemented to ensure opportunities for PSTs to develop noticing skills within all three facets leading to robust or at least substantial evidence of all three noticing skills.

Research trends in mathematics education: A quantitative content analysis of major journals 2017-2021

“…Teacher noticing, in short, aims to recognize what is important and remarkable in classroom interaction, while understanding what they mean about learning and teaching based on a situation/context that arises in classroom interaction (van Es & Sherin, 2021). In support of the findings of this research, it is noted that in recent years educational researches have investigated topics such as teacher noticing, teacher noticing detection and development (Callejo & Zapatera, 2017;Lesseig et al, 2017;Louie, 2018;Simpson & Haltiwanger, 2017;Taylan, 2017;Tekin-Sitrava et al, 2021). This study shows that the emphasis is still mostly on the role of teachers in math education.…”

Matematik Öğretmen Adaylarının Öğrencilerin Aritmetik Ortalamaya Yönelik Düşünüşünü Fark Etme Becerilerinin Geliştirilmesi: Bir Öğretim Deneyi

“…In other words, it can be said that the noticing skills of prospective teachers can be improved with mathematics education lessons that are purposefully planned and systematically carried out. Teacher training programs are an effective professional development platform to improve the professional noticing skills of prospective teachers with knowledge-based mathematics education courses and applied school activities (Tekin-Sitrava et al, 2022). Teaching experiments can be implemented in mathematics education to improve the professional noticing skills of prospective teachers in different learning areas and to develop their different competencies.…”

The Role of Learning Environments in Shaping Prospective Teachers’ Thinking Styles

“…Albeit variations in constructivism (e.g., radical constructivism and social constructivism), learning is universally held as an active process of knowledge construction (Fan & Zhang, 2013). Accordingly, constructivist learning environments should feature learner centeredness, knowledge-centeredness, assessment-centeredness, and community-centeredness (De Corte et al, 2004;Tekin-Sitrava et al, 2022). In line with these four centeredness, Fan and Zhang (2013) summarised four emerging educational principles for constructivist learning environments.…”