| Title: |
Improving Pre-Service Teachers' Noticing While Learning to Launch |
| Language: |
English |
| Authors: |
Wieman, Rob; Jansen, Amanda |
| Source: |
North American Chapter of the International Group for the Psychology of Mathematics Education. 2016 (pter). |
| Availability: |
North American Chapter of the International Group for the Psychology of Mathematics Education. e-mail: pmena.steeringcommittee@gmail.com; Web site: http://www.pmena.org/ |
| Peer Reviewed: |
Y |
| Page Count: |
8 |
| Publication Date: |
2016 |
| Sponsoring Agency: |
National Science Foundation (NSF) |
| Contract Number: |
DRL1316241 |
| Document Type: |
Speeches/Meeting Papers; Reports - Research |
| Education Level: |
Higher Education |
| Descriptors: |
Preservice Teachers; Preservice Teacher Education; Secondary School Teachers; Mathematics Instruction; Mathematics Teachers; Mathematical Concepts; Misconceptions; Mathematical Logic; Attention; Cognitive Processes; Word Problems (Mathematics); Problem Solving |
| Abstract: |
Effectively launching a task involves surfacing and addressing misconceptions so that students can make progress on the task. Launching a task is supported by teachers' noticing (interpreting and responding to students' thinking). We investigated the degree to which an intervention supported improvements in pre-service secondary teachers' (PSTs') abilities to notice when launching a rich proportional reasoning task. Through the use of representations of practice and an intervention consisting of opportunities to make sense of and discuss multiple choice options for interpreting and responding to students' thinking, we analyzed whether PSTs improved their abilities to notice. After the intervention, PSTs improved in responding to a student's misconception when PSTs concurrently exhibited expertise with interpreting students' thinking. [For the complete proceedings, see ED583608.] |
| Abstractor: |
As Provided |
| Number of References: |
12 |
| Entry Date: |
2018 |
| Accession Number: |
ED583812 |
| Database: |
ERIC |