Journal of Mathematics Teacher Education

, Volume 21, Issue 4, pp 387–415 | Cite as

Preservice teachers’ articulated noticing through pedagogies of practice

  • Anne T. Estapa
  • Julie Amador
  • Karl W. Kosko
  • Tracy Weston
  • Zandra de Araujo
  • Rachael Aming-Attai


Elementary preservice teachers at six universities engaged in a task that provided them opportunities to articulate their professional noticing within video representations, written decompositions, and animated approximations of practice. The preservice teachers’ written accounts indicated that a majority attended to students or student thinking; however, when asked to illustrate their noticing through animation, focus shifted to the classroom teacher. Findings indicate the extent to which preservice teachers articulated specific mathematics concepts within and across pedagogies of practice and highlight the critical importance for selecting and utilizing multiple types of tasks to better understand preservice teacher noticing. Implications for eliciting and supporting preservice teacher noticing are discussed.


Noticing Elementary preservice teachers Pedagogies of practice Mathematics 



We would like to acknowledge and extend gratitude to the Service, Teaching, and Research (STaR) Program ( for bringing us together for this project.


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Copyright information

© Springer Science+Business Media Dordrecht 2017

Authors and Affiliations

  • Anne T. Estapa
    • 1
  • Julie Amador
    • 2
  • Karl W. Kosko
    • 3
  • Tracy Weston
    • 4
  • Zandra de Araujo
    • 5
  • Rachael Aming-Attai
    • 6
  1. 1.Iowa State UniversityAmesUSA
  2. 2.University of IdahoCoeur d’AleneUSA
  3. 3.Kent State UniversityKentUSA
  4. 4.Middlebury CollegeMiddleburyUSA
  5. 5.University of MissouriColumbiaUSA
  6. 6.University of IndianapolisIndianapolisUSA

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