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Research Trends in Mathematics Teacher Education pp 239–259Cite as

Transitions in Prospective Mathematics Teacher Noticing

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Part of the book series: Research in Mathematics Education ((RME))

Abstract

Teacher noticing is key to student-centered instruction, but it cannot be assumed that teachers automatically know how to notice productively. This study engaged prospective mathematics teachers in targeted activities during a school-based early field experience for the purpose of helping them learn to notice mathematically important moments during a lesson. These activities included research-like analysis of unedited classroom video and group discussions of their analysis supported by a teacher educator. The data revealed several transitions in the participants’ noticing, including becoming more focused on individual students and on how teacher–student interactions affect learning, and being better able to describe the details of the mathematics of an instance. They also became less prone to make claims about groups of students, less focused on teacher explanations, and more attentive to issues directly related to student understanding. These shifts are discussed, along with initial conjectures about what facilitated them and directions for future research.

This material is based upon work supported by the U.S. National Science Foundation under Grant No. 1052958. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author and do not necessarily reflect the views of the National Science Foundation. The author acknowledges Erin Thomas and Michael Hammer, Michigan Technological University, for their contributions to the data collection and coding.

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Notes

  1. 1.

    Students do not apply to the teacher education program until they have established a GPA at the university; most students apply during their second year and start taking education courses during their third year of study.

  2. 2.

    The paper that the participants read during the project was a precursor to the current work on MOSTs. In it, the construct was referred to as a Mathematically Important Pedagogical Opportunity to Build on Student Thinking (MIPO) (Leatham et al. 2011).

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Author information

Authors and Affiliations

  1. Department of Cognitive and Learning Sciences, Michigan Technological University, Houghton, MI, USA

    Shari L. Stockero

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  1. Shari L. Stockero
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Correspondence to Shari L. Stockero .

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Editors and Affiliations

  1. Department of Mathematics, Western Michigan University, Kalamazoo, Michigan, USA

    Jane-Jane Lo

  2. Department of Mathematics Education, Brigham Young University, Provo, Utah, USA

    Keith R. Leatham

  3. Department of Mathematics, Western Michigan University, Kalamazoo, Michigan, USA

    Laura R. Van Zoest

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Stockero, S. (2014). Transitions in Prospective Mathematics Teacher Noticing. In: Lo, JJ., Leatham, K., Van Zoest, L. (eds) Research Trends in Mathematics Teacher Education. Research in Mathematics Education. Springer, Cham. https://doi.org/10.1007/978-3-319-02562-9_13

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