PME-NA

Examining Prospective Elementary Teachers'’ Noticing Through Second Order Models of Students' Mathematics in Simulation Activities

• In Event: Supporting Pedagogical Reasoning and Practice

Description

In our previous work on teacher noticing we proposed three types of representations of practice: static, dynamic, and malleable. Malleable representations, like simulations, afford opportunities for PTs to influence the elicitation of student’s thinking through their questioning. As they question, PTs are engaged in iterative cycles of attending and interpreting of student’s thinking, two central components of teacher noticing (van Es & Sherin, 2008). We present research using models of students’ mathematical thinking (Norton, 2018; von Glaserfeld, 1995) to explain the ways in which PTs (n = 7) were able to construct explanatory, predictive, and generalizable models of a hypothetical student’s thinking across a series of four simulation activities. Our results demonstrate improvement in PTs’ model building over time when accounting for simulations whose strategies involve similar mathematical structure and properties.

Authors

• Andrew M. Tyminski, Clemson University

• Julie Amador, University of Idaho

• Alison Castro Superfine, University of Illinois at Chicago

• Garrett Barnes, University of Illinois Chicago

• John Bragelman, University of North Georgia