PME-NA

Exploring Preservice Teachers’ Learning Paths to Notice Students’ Understanding of Identical Units

• In Event: Exploring Preservice Teachers’ Learning Paths to Notice Students’ Understanding of Identical Units

Description

This study explores how four preservice teachers with diverse backgrounds learned to notice students’ understanding of Identical Units, a key concept in measurement. Findings suggest that when provided with various learning opportunities specifically designed to support their noticing, all participants showed development. However, they followed different learning paths: Alina experienced rapid improvement in both attention and interpretation, Bryn followed a slower developmental trajectory, Kendall improved her attention prior interpretation, and Megan’s noticing initially declined before progressing. I conclude with a discussion of the study’s practical and theoretical implications, as well as directions for future research.

Author

• Mai Bui, Texas State University