Supporting Preservice Teachers' Noticing of Students' Engagement in Mathematical Practices: The Case of Mathematical Defining

• In Event: Moscone Center North Roundtable Session 1
  In Roundtable Session: Research on Preservice Mathematics Teacher Learning During Teacher Preparation

Abstract

Mathematical practices are foundational to students’ learning. In this paper, we present results from a larger design-based research study. We focus on how mathematics teacher educators supported pre-service teachers (PSTs) in noticing students’ engagement in one foundational mathematical practice: defining. Through a fine-grained analysis of selected classroom video data, we identified trends revealing what ideas teacher educators focused on when disciplining PSTs’ perceptions about interactions related to definitional discussions and how they drew PSTs’ attention towards these ideas. We also analyzed interview data from two participants following the course to investigate what PSTs attended to when watching a video of a definitional discussion. Our results suggest that teacher educators need additional support to help PSTs notice students’ engagement in practice.

Authors

• Hailey Iacono, McGill University

• Vandana Chandrasekhar, McGill University

• Marta Anna Kobiela, McGill University