Opportunities to Notice and Factors Influencing Preservice Mathematics Teachers’ Noticing
Abstract
The goal of this qualitative case study was to investigate the complexities of teacher noticing by comparing the student mathematical thinking (SMT) present in preservice teachers’ (PST) lessons to their noticing of that SMT. I examined four PSTs and their classroom teaching experiences prior to student teaching. I analyzed data from video-recordings and post-teaching interviews of three lessons from each PST using qualitative methods. I described the SMT present in the lessons and the PSTs’ reports of their noticing. The PSTs prompted few opportunities to notice SMT in their lessons.
I further analyzed 12 cases of the PSTs’ noticing using abductive search methods to identify factors that influenced PSTs’ noticing and to describe relationships between these factors. Having an opportunity to notice SMT was the most critical factor in the PSTs’ noticing. However, when an opportunity was present, their beliefs about the value of SMT, their mental schemata, and environmental factors, such as student persistence in sharing their thinking, also influenced their ability to notice.
Opportunities to Notice and Factors Influencing Preservice Mathematics Teachers’ Noticing
Reed 330
The goal of this qualitative case study was to investigate the complexities of teacher noticing by comparing the student mathematical thinking (SMT) present in preservice teachers’ (PST) lessons to their noticing of that SMT. I examined four PSTs and their classroom teaching experiences prior to student teaching. I analyzed data from video-recordings and post-teaching interviews of three lessons from each PST using qualitative methods. I described the SMT present in the lessons and the PSTs’ reports of their noticing. The PSTs prompted few opportunities to notice SMT in their lessons.
I further analyzed 12 cases of the PSTs’ noticing using abductive search methods to identify factors that influenced PSTs’ noticing and to describe relationships between these factors. Having an opportunity to notice SMT was the most critical factor in the PSTs’ noticing. However, when an opportunity was present, their beliefs about the value of SMT, their mental schemata, and environmental factors, such as student persistence in sharing their thinking, also influenced their ability to notice.