Noticing Numeracy Now (N3): Preservice Teachers’ Abilities to Attend to Children’s Mathematical Thinking

• In Event: Mathematical Teachers’ Beliefs and Knowledge

Abstract

This paper examines the extent to which an innovative learning experience focused on the professional noticing of children’s numeracy develops pre-service teachers’ (PSETs’) capacity to attend, interpret, and respond appropriately to the mathematical thinking of children. Faculty members from five universities designed and implemented a proprietary module, Noticing Numeracy Now (N3) based on literature in the areas of professional noticing (Jacobs, Lamb, & Philipp, 2010) and the Stages of Early Arithmetic Learning (SEAL) (Steffe, Glasersfeld, Richards, & Cobb, 1983; Steffe, Cobb, & Glasersfeld, 1988; Steffe, 1992) and measured PSET learning outcomes as a result of this module implementation.

Authors

• Jonathan Norris Thomas, Northern Kentucky University

• Edna O. Schack, Morehead State University

• Molly H. Fisher, University of Kentucky

• Sara Kathleen Eisenhardt, Northern Kentucky University

• Margaret Yoder, Eastern Kentucky University

• Janet Lynne Tassell, Western Kentucky University