Investigating secondary preservice teacher noticing of students’ mathematical thinking

Authors

• Erin E. Krupa, Montclair State University
• Maryann Huey, Drake University
• Kristin Lesseig, Washington State University
• Stephanie Casey, Eastern Michigan University

Document Type

Book Chapter

Publication Date

2017

Department/School

Mathematics

Publication Title

Teacher Noticing: Bridging and Broadening Perspectives, Contexts, and Frameworks

Abstract

Based on promising work conducted with practicing and preservice teachers at the elementary level to scaffold teacher noticing, we propose that secondary preservice teachers (PSTs) can similarly be supported in their development of professional noticing. Through the lens of research results obtained by studying the effects of a curricular module designed to develop secondary mathematics PSTs’ noticing, we discuss aspects of teacher noticing constructs at the elementary level that are applicable to secondary and aspects that require modification for transferability. Further, we describe the impact of the curricular module, including a task-based clinical interview, on secondary PSTs’ ability to attend, interpret, and respond to student thinking.

Comments

S. Casey is a faculty member in EMU's Department of Mathematics and Statistics.

Recommended Citation

Krupa, E. E., Huey, M., Lesseig, K., Casey, S., & Monson, D. (2017). Investigating secondary preservice teacher noticing of students’ mathematical thinking. In E. O. Schack, M. H. Fisher, & J. A. Wilhelm (Eds.), Teacher noticing: Bridging and broadening perspectives, contexts, and frameworks (pp. 49–72). Springer International Publishing. https://doi.org/10.1007/978-3-319-46753-5_4J