NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
PDF on ERIC Download full text
ERIC Number: EJ1085900
Record Type: Journal
Publication Date: 2015
Pages: 18
Abstractor: As Provided
Reference Count: 38
ISBN: N/A
ISSN: ISSN-1442-3901
Supporting Prospective Teachers to Notice Students' Mathematical Thinking through Rehearsal Activities
Anthony, Glenda; Hunter, Jodie; Hunter, Roberta
Mathematics Teacher Education and Development, v17 n2 p7-24 2015
In recent years there have been calls for ambitious mathematics teaching which places student thinking and reasoning at the centre of instruction. Drawing on a larger study concerning implementation of practice-based pedagogies within our initial teacher education mathematics programme, this paper examines the range of opportunities for prospective teachers to practise and explore the role of professional noticing within rehearsal activities. We illustrate how the rehearsal process served to highlight components of professional noticing, namely, making students' thinking visible, eliciting and responding to student thinking, and connecting to mathematical ideas. In looking at exemplars of each of these components, we illustrate how the mathematics teacher educators' coaching moves--prompted by their professional noticing of prospective teachers' learning--supported learning. We conjecture that the learning community's collective exchanges within the rehearsals affirmed more than the "desired" teaching orientation towards professional noticing; these efforts also made explicit the "how", "why" and to "what effect" such an orientation has on diverse mathematics learners.
Mathematics Education Research Group of Australasia. GPO Box 2747, Adelaide SA 5001, Australia. Tel: +61-8-8363-0288; Fax: +61-8-8362-9288; e-mail: mted@merga.net.au; Web site: http://www.merga.net.au/
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education; Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: New Zealand