Julie M. Amador, David Glassmeyer, Aaron Brakoniecki
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引用次数: 0
Abstract
The importance of understanding what and how mathematics teachers notice is well documented, but more research is needed on content-specific noticing. In particular, knowing how teachers notice proportional reasoning, a vital topic spanning all grades of mathematics, could inform measures that support students’ proportional reasoning. We examined how teachers noticed when responding to two prompts (one student-focused and one teacher–student-interaction-focused) after watching a video of a middle grades proportional reasoning lesson. We analyzed the proportional reasoning reported from 13 elementary and 20 secondary prospective teachers and used cooccurrences along with noticing practices to describe how teachers noticed proportional reasoning and what aspects of proportional reasoning they noticed. Results indicate: (a) the two prompts resulted in differences in what and how participants noticed proportional reasoning, (b) participants were primarily descriptive and not interpretative when describing the proportional reasoning they noticed, and (c) the elementary and secondary prospective teachers both noticed similar aspects of proportional reasoning but showed differences in how the proportional reasoning cooccurred with the noticing practices. These findings reiterate the importance of the prompts used with teachers, the potential of using video to advance teachers’ noticing of proportional reasoning, and the methodological potential of using cooccurrences to examine teachers’ content-specific noticing.
期刊介绍：
The Journal of Mathematics Teacher Education (JMTE) is devoted to research into the education of mathematics teachers and development of teaching that promotes students'' successful learning of mathematics. JMTE focuses on all stages of professional development of mathematics teachers and teacher-educators and serves as a forum for considering institutional, societal and cultural influences that impact on teachers'' learning, and ultimately that of their students. Critical analyses of particular programmes, development initiatives, technology, assessment, teaching diverse populations and policy matters, as these topics relate to the main focuses of the journal, are welcome. All papers are rigorously refereed.
Papers may be submitted to one of three sections of JMTE as follows: Research papers: these papers should reflect the main focuses of the journal identified above and should be of more than local or national interest.
Mathematics Teacher Education Around the World: these papers focus on programmes and issues of national significance that could be of wider interest or influence.
Reader Commentary: these are short contributions; for example, offering a response to a paper published in JMTE or developing a theoretical idea. Authors should state clearly the section to which they are submitting a paper. As general guidance, papers should not normally exceed the following word lengths: (1) 10,000 words; (2) 5,000 words; (3) 3,000 words. Maximum word lengths exclude references, figures, appendices, etc.
Critiques of reports or books that relate to the main focuses of JMTE appear as appropriate.
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