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Download full textStockero, Shari L.; Stenzelbarton, Amanda D. – North American Chapter of the International Group for the Psychology of Mathematics Education, 2017
Numerous studies, including our own, have documented that teacher noticing interventions can be effective in developing teachers' abilities to notice salient aspects of the mathematics classroom. In this study, we explore how specific aspects of one such intervention may have supported three prospective teachers in learning to notice…
Descriptors: Mathematics Teachers, Preservice Teachers, Attention, Intervention
Van Zoest, Laura R.; Peterson, Blake E.; Leatham, Keith R.; Stockero, Shari L. – North American Chapter of the International Group for the Psychology of Mathematics Education, 2016
An important aspect of effective teaching is taking advantage of in-the-moment expressions of student thinking that, by becoming the object of class discussion, can help students better understand important mathematical ideas. We call these high-potential instances of student thinking MOSTs and the productive use of them building. The purpose of…
Descriptors: Teaching Methods, Mathematics Instruction, Thinking Skills, Instructional Effectiveness
Stockero, Shari L. – North American Chapter of the International Group for the Psychology of Mathematics Education, 2013
Teacher education programs have increasingly incorporated activities to support novice teachers in learning to attend to student ideas that surface during mathematics instruction. These efforts have been found to be effective at the end of a particular course, but less is known about their longer-term effects on teaching practice. A related study…
Descriptors: Mathematics Instruction, Student Teachers, Preservice Teacher Education, Teacher Education Programs
