Examining changes in pre-service teachers’ ability to notice pupils’ mathematical thinking: a focus on perimeter-area relationship
Journal of Education for Teaching, vol.52, no.3, pp.454-476, 2026 (SSCI, Scopus)
- Publication Type: Article / Article
- Volume: 52 Issue: 3
- Publication Date: 2026
- Doi Number: 10.1080/02607476.2026.2639041
- Journal Name: Journal of Education for Teaching
- Journal Indexes: Social Sciences Citation Index (SSCI), Scopus, Education Abstracts, Educational research abstracts (ERA), ERIC (Education Resources Information Center), Index Islamicus, MLA - Modern Language Association Database
- Page Numbers: pp.454-476
- Keywords: pedagogies of practice, perimeter-area relationship, pre-service teacher education, Professional noticing
- Middle East Technical University Affiliated: Yes
Abstract
The aim of this study is to explore the extent to which 32 pre-service teachers’ professional noticing of pupils’ mathematical thinking in the perimeter-area relationship changes when they participate in a 14-week professional development programme. Initial and final noticing questionnaires were administered to measure the change in three professional noticing components: attending, interpreting, and deciding how to respond. Responses from these assessments illustrate the growth in the pre-service teachers’ professional noticing skills in terms of making a more detailed analysis of pupils’ solutions, supporting interpretations with evidence by going beyond the correctness of solutions and providing specific instructional moves based on pupils’ understanding.