Abstract
A noticing framework was introduced to prospective teachers (PTs) as a tool to use for analyzing student work. The purpose of this study was to determine the impact of PTs’ use of a noticing framework for: 1) interpreting students’ mathematical thinking; and 2) reflecting on and discussing future implications for teaching. The study also sought to determine where PTs needed, if any, further support in engaging in the process of noticing. 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.
DOI
https://doi.org/10.26077/yjw6-6s37
Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 License.
Recommended Citation
Moss, Diana and Poling, Lisa
(2019)
"Using a Noticing Framework in a Mathematics Methods Course,"
Journal on Empowering Teaching Excellence: Vol. 3:
Iss.
1, Article 4.
DOI: [https://doi.org/]https://doi.org/10.26077/yjw6-6s37
Available at:
https://digitalcommons.usu.edu/jete/vol3/iss1/4
Included in
Science and Mathematics Education Commons, Teacher Education and Professional Development Commons
