Exploring Secondary Preservice Mathematics Teachers' Noticing of Students' Mathematical Thinking

• In Event: 49.088 - Roundtable Session 17
  In Roundtable Session: 49.088-1 - Grooming Preservice Teachers in Noticing Mathematical Thinking and Reasoning

Abstract

This study examines the ways in which secondary mathematics preservice teachers’ notice students’ mathematical thinking in the moment and how this may be influenced by their perceived strengths and weaknesses in their ability to analyze students’ written work within a teacher education program in which professional noticing is not a formal part of participants’ training. Utilizing a qualitative research design, findings suggest that participants invent strategies to help them make sense of student’s mathematical thinking, which are effective for some, yet lead to a sense of over confidence for others. Participants’ rely on their limited experience in tutoring and within the field to gain an understanding of what is “appropriate.” Implications and future research will be discussed.

Authors

• Amber Simpson, Clemson University

• Leigh Haltiwanger, Clemson University