Nurturing prospective teachers noticing skills through argumentation: The case of fractions

IŞIKSAL BOSTAN M., ÇATMAN AKSOY E., Tekin-Sitrava R.

Thinking Skills and Creativity, cilt.54, 2024 (SSCI) identifier

  • Yayın Türü: Makale / Tam Makale
  • Cilt numarası: 54
  • Basım Tarihi: 2024
  • Doi Numarası: 10.1016/j.tsc.2024.101659
  • Dergi Adı: Thinking Skills and Creativity
  • Derginin Tarandığı İndeksler: Social Sciences Citation Index (SSCI), Scopus, EBSCO Education Source, Psycinfo
  • Anahtar Kelimeler: Argumentation, Classroom teaching experiment, Fractions, Teacher noticing
  • Orta Doğu Teknik Üniversitesi Adresli: Evet

Özet

This study aimed to investigate the extent to which prospective teachers’ noticing skills develop while they engage in argumentation on students' mathematical thinking regarding fractions. The study consisted of 10 third-year prospective teachers participating in online methods of teaching mathematics course. Classroom teaching experiment design was used where 8 sessions of teaching experiments were conducted. Data involved pre and post-tests, interviews, video recordings, daily reports, and post-discussion reflection papers. Findings revealed that prospective teachers' noticing skills of attending to students' strategies and making sense of their understanding were enhanced after their involvement in the classroom teaching experiment. Findings were discussed within the scope of the noticing literature.