A Proposal to Enhance Preservice Teacher’s Noticing

Walter F Castro; Luis Pino-Fan; Hilduara Velásquez-Echavarría

doi:10.29333/ejmste/92017

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Walter F Castro ¹ ^* , Luis Pino-Fan ², Hilduara Velásquez-Echavarría ¹

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¹ Universidad de Antioquia, COLOMBIA² Universidad de Los Lagos, CHILE^* Corresponding Author

Abstract

This paper presents a proposal for the development of ‘Teacher noticing’ with the help of dimensions taken from the teacher’s didactic-mathematical knowledge model, that makes up a Guide for Didactical Reflection. The proposal is based on a study conducted during a time span of two years while the preservice teachers were in their teaching practicum. The methodology was qualitative and data were taken in video, audio, observing rubrics, and interviews formats. The results not only indicate that the Guide can help develop teachers’ noticing, in order to identify and to question several specific domains of teacher knowledge involved in mathematics teaching, but also suggest that prospective teachers are moved into action and translate their noticing in didactic action during class. We hypothesize that preservice effective noticing occurs at the intersection of practice and discussion over the practice, with the help of ‘noticing tools’ with respect to the mathematical activities of students.

Keywords

teacher noticing
didactic-mathematical knowledge
didactical analysis
professional development
teacher training

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This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

EURASIA J Math Sci Tech Ed, Volume 14, Issue 11, November 2018, Article No: em1569

https://doi.org/10.29333/ejmste/92017

Publication date: 09 Jun 2018

Article Views: 3586

Article Downloads: 1877

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How to cite this article

APA

Castro, W. F., Pino-Fan, L., & Velásquez-Echavarría, H. (2018). A Proposal to Enhance Preservice Teacher’s Noticing. Eurasia Journal of Mathematics, Science and Technology Education, 14(11), em1569. https://doi.org/10.29333/ejmste/92017

Vancouver

Castro WF, Pino-Fan L, Velásquez-Echavarría H. A Proposal to Enhance Preservice Teacher’s Noticing. EURASIA J Math Sci Tech Ed. 2018;14(11):em1569. https://doi.org/10.29333/ejmste/92017

AMA

Castro WF, Pino-Fan L, Velásquez-Echavarría H. A Proposal to Enhance Preservice Teacher’s Noticing. EURASIA J Math Sci Tech Ed. 2018;14(11), em1569. https://doi.org/10.29333/ejmste/92017

Chicago

Castro, Walter F, Luis Pino-Fan, and Hilduara Velásquez-Echavarría. "A Proposal to Enhance Preservice Teacher’s Noticing". Eurasia Journal of Mathematics, Science and Technology Education 2018 14 no. 11 (2018): em1569. https://doi.org/10.29333/ejmste/92017

Harvard

Castro, W. F., Pino-Fan, L., and Velásquez-Echavarría, H. (2018). A Proposal to Enhance Preservice Teacher’s Noticing. Eurasia Journal of Mathematics, Science and Technology Education, 14(11), em1569. https://doi.org/10.29333/ejmste/92017

MLA

Castro, Walter F et al. "A Proposal to Enhance Preservice Teacher’s Noticing". Eurasia Journal of Mathematics, Science and Technology Education, vol. 14, no. 11, 2018, em1569. https://doi.org/10.29333/ejmste/92017