Preparing Elementary Teachers to Notice Their Assumptions That Conflict With Students' Practical Thinking and Learning

• In Event: Poster Session 11
  In Poster Session: Division K Section 6 Poster Session

Abstract

The author reports on a study of two elementary teachers who possessed conflicting assumptions about the students’ mathematical thinking and learning, yet by the end of their second-year teaching, they noticed their conflicting assumptions as they closely interacted with their students. The author investigates these teachers’ assumption noticing processes via the professional noticing model (Jacobs, Lamb, & Philipp, 2010) from their first year in their teacher education program to their second year of formal teaching and finds that there are two salient conflicting assumptions: 1) students’ learning ability and disposition and 2) effective means to assess students. Further discussion of how the assumption noticing processes facilitated teachers’ knowledge of students and the scholarly significance of the study will be provided.

Author

• Yi Jung Lee, University of Georgia