PROSPECTIVE ELEMENTARY TEACHERS’ PROFESSIONAL NOTICING OF CHILDRENS’ FRACTION STRATEGIES

• In Event: TEACHER EDUCATION & KNOWLEDGE: TEACHING OF FRACTIONS

Description

We present research on how 60 PSTs engaged in the practice of professional noticing of children’s mathematical thinking within a fraction context. Data was examined from PSTs’ written responses to one student’s work in finding ¼ of a set of 8 baseball cards. Our analysis revealed that while PSTs were mostly successful (greater than 65% of the time for each skill) when examining the facets of professional noticing as individual skills, less than 50% of PSTs were successful in mobilizing all three in a coordinated manner.

Authors

• Andrew M Tyminski, Clemson University

• Amber Simpson, Clemson University

• Ercan Dede, Clemson University

• Tonia Jo Land, Drake Univeristy

• Corey Drake, Michigan State University