Changes in Pre-service Teachers' Noticing Through an Elementary Mathematics Methods Course Combining Theory and Practice
The purpose of this study was to analyze the changes in pre-service teachers' noticing through an elementary mathematics methods course along with a practicum. For this purpose, the comments pre-service teachers made on an entire video-based mathematics lesson were collected three times over th...
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| Main Authors: | , |
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| Format: | Book |
| Published: |
Korea Society of Educational Studies in Mathematics,
2021-08-01T00:00:00Z.
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| Summary: | The purpose of this study was to analyze the changes in pre-service teachers' noticing through an elementary mathematics methods course along with a practicum. For this purpose, the comments pre-service teachers made on an entire video-based mathematics lesson were collected three times over the semester. Their comments were analyzed in terms of topic, actor, stance, evidence, and alternative strategy. The results showed that the pre-service teachers' noticing abilities were slightly changed after learning mathematical content and pedagogy related to teaching elementary mathematics. Substantial changes in their noticing occurred after a four-week practicum and subsequent discussions on their own lesson planning, implementation, and reflections. This study has implications for designing a mathematics methods course to develop teacher expertise and refining a teacher noticing analytic framework. |
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| Item Description: | 2288-7733 10.29275/jerm.2021.31.3.231 |