Preservice Teachers’ Professional Noticing Through Lesson Study

• In Event: Roundtable Session 20
  In Roundtable Session: Deepening Conceptual Understandings in STEM Preservice Teacher Education

Abstract

Recent research in mathematics education has highlighted the importance of teachers’ abilities to professionally notice students’ thinking. One instructional method for providing these rich opportunities for preservice teachers is lesson study, a professional development approach commonly used with inservice teachers in Japan. This study examined the development of professional noticing during lesson study with preservice teachers to understand how they attended to, interpreted, and responded to students’ mathematical thinking during lesson study. Findings indicate preservice teachers are able to develop the ability to professionally notice as participants in lesson study.

Authors

• Julie Amador, University of Idaho

• Ingrid Weiland, Metropolitan State University of Denver

• Rick Alan Hudson, University of Southern Indiana