{"title":"基于记叙文写作,未来教师对学生数学思维的关注程度存在差异","authors":"Rabih El Mouhayar","doi":"10.1007/s13394-024-00490-4","DOIUrl":null,"url":null,"abstract":"<p>This study explores variations in prospective teachers’ (PTs’) noticing of students’ mathematical thinking based on narrative writing within the context of a practicum course. The research involved eight PTs, each of whom produced ten weekly narratives throughout the course duration. Most PTs displayed noticing abilities within the average range, with a tendency towards moderate levels, particularly in mixed and focused noticing, as per van Es’s (2011) framework. At the mixed noticing level, PTs predominantly focused on their instructional approaches while also considering learners’ reasoning, albeit with a general perspective. They often made evaluative comments without delving deeply into the specifics that would strengthen their analyses. In contrast, at the focused level of noticing, they dedicated more attention to the specifics of learners’ mathematical reasoning and offered interpretive insights. They cited specific instances and interactions to support their evaluations, demonstrating a more detailed and nuanced engagement with the classroom dynamics. The findings also reveal three distinct profiles of variation in noticing among PTs underscoring the complexity of enhancing noticing skills over time. While profile 1 (average to high levels of noticing) and profile 2 (low to moderate levels of noticing) showed more variation, profile 3 demonstrated a more stable pattern at the moderate levels. These variations might be a result of the bidirectional relationships that exist between the skills of noticing. It could also stem from the events that PTs based their narratives on, affirming that enhancement in noticing is an iterative, context-sensitive process influenced by classroom context and situation awareness.</p>","PeriodicalId":46887,"journal":{"name":"Mathematics Education Research Journal","volume":"21 1","pages":""},"PeriodicalIF":1.4000,"publicationDate":"2024-05-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Variations in prospective teachers’ levels of noticing students’ mathematical thinking based on narrative writing\",\"authors\":\"Rabih El Mouhayar\",\"doi\":\"10.1007/s13394-024-00490-4\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<p>This study explores variations in prospective teachers’ (PTs’) noticing of students’ mathematical thinking based on narrative writing within the context of a practicum course. The research involved eight PTs, each of whom produced ten weekly narratives throughout the course duration. Most PTs displayed noticing abilities within the average range, with a tendency towards moderate levels, particularly in mixed and focused noticing, as per van Es’s (2011) framework. At the mixed noticing level, PTs predominantly focused on their instructional approaches while also considering learners’ reasoning, albeit with a general perspective. They often made evaluative comments without delving deeply into the specifics that would strengthen their analyses. In contrast, at the focused level of noticing, they dedicated more attention to the specifics of learners’ mathematical reasoning and offered interpretive insights. They cited specific instances and interactions to support their evaluations, demonstrating a more detailed and nuanced engagement with the classroom dynamics. The findings also reveal three distinct profiles of variation in noticing among PTs underscoring the complexity of enhancing noticing skills over time. While profile 1 (average to high levels of noticing) and profile 2 (low to moderate levels of noticing) showed more variation, profile 3 demonstrated a more stable pattern at the moderate levels. These variations might be a result of the bidirectional relationships that exist between the skills of noticing. It could also stem from the events that PTs based their narratives on, affirming that enhancement in noticing is an iterative, context-sensitive process influenced by classroom context and situation awareness.</p>\",\"PeriodicalId\":46887,\"journal\":{\"name\":\"Mathematics Education Research Journal\",\"volume\":\"21 1\",\"pages\":\"\"},\"PeriodicalIF\":1.4000,\"publicationDate\":\"2024-05-03\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Mathematics Education Research Journal\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.1007/s13394-024-00490-4\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q3\",\"JCRName\":\"EDUCATION, SCIENTIFIC DISCIPLINES\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Mathematics Education Research Journal","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1007/s13394-024-00490-4","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q3","JCRName":"EDUCATION, SCIENTIFIC DISCIPLINES","Score":null,"Total":0}
Variations in prospective teachers’ levels of noticing students’ mathematical thinking based on narrative writing
This study explores variations in prospective teachers’ (PTs’) noticing of students’ mathematical thinking based on narrative writing within the context of a practicum course. The research involved eight PTs, each of whom produced ten weekly narratives throughout the course duration. Most PTs displayed noticing abilities within the average range, with a tendency towards moderate levels, particularly in mixed and focused noticing, as per van Es’s (2011) framework. At the mixed noticing level, PTs predominantly focused on their instructional approaches while also considering learners’ reasoning, albeit with a general perspective. They often made evaluative comments without delving deeply into the specifics that would strengthen their analyses. In contrast, at the focused level of noticing, they dedicated more attention to the specifics of learners’ mathematical reasoning and offered interpretive insights. They cited specific instances and interactions to support their evaluations, demonstrating a more detailed and nuanced engagement with the classroom dynamics. The findings also reveal three distinct profiles of variation in noticing among PTs underscoring the complexity of enhancing noticing skills over time. While profile 1 (average to high levels of noticing) and profile 2 (low to moderate levels of noticing) showed more variation, profile 3 demonstrated a more stable pattern at the moderate levels. These variations might be a result of the bidirectional relationships that exist between the skills of noticing. It could also stem from the events that PTs based their narratives on, affirming that enhancement in noticing is an iterative, context-sensitive process influenced by classroom context and situation awareness.
期刊介绍:
The Mathematics Education Research Journal seeks to promote high quality research that is of interest to the international community. The Mathematics Education Research Journal seeks to present research that promotes new knowledge, ideas, methodologies and epistemologies in the field of mathematics education. The Mathematics Education Research Journal actively seeks to promote research from the Australasian region either as research conducted in the region; conducted by researchers from the region and/or draws on research from the region. The Mathematics Education Research Journal accepts papers from authors from all regions internationally but authors must draw on the extensive research that has been produced in the Australasian region. The Mathematics Education Research Journal normally does not encourage publication of teacher education programs or courses. These are more suited for theother MERGA journal, Mathematics Teacher Education and Development.