Abstract
The objective of this research is to understand how a learning trajectory supports pre-service primary teachers in their noticing of students’ mathematical understanding. A total of 95 pre-service primary school teachers used a learning trajectory related to the part-whole meaning of the fraction concept to interpret students’ understanding and provide instructional decisions. The findings indicate that the learning trajectory provided pre-service teachers with a specific language to describe students’ understanding and helped them to notice students’ mathematical understanding. Furthermore, the pre-service primary teachers who produced a more detailed discourse also proposed more suitable activities based on students’ understanding. These findings suggest that the learning trajectory can act as a scaffold to notice students’ mathematical understanding.
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Acknowledgments
This research was supported by the project EDU2017-87411-R from Ministerio de Economía y Empresa (Spain) and by the project GV/2018/066 from the Conselleria de Educación, Investigación, Cultura y Deporte de la Generalitat Valenciana, Spain.
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Ivars, P., Fernández, C. & Llinares, S. A Learning Trajectory as a Scaffold for Pre-service Teachers’ Noticing of Students’ Mathematical Understanding. Int J of Sci and Math Educ 18, 529–548 (2020). https://doi.org/10.1007/s10763-019-09973-4
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DOI: https://doi.org/10.1007/s10763-019-09973-4