注意，但注意什么？关于职前教师注意到学生思维优势和不足的调查

IF 4 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Teaching and Teacher Education Pub Date : 2025-04-19 DOI:10.1016/j.tate.2025.105035

Pınar Güner , Figen Bozkuş , Mustafa Güler

{"title":"注意，但注意什么？关于职前教师注意到学生思维优势和不足的调查","authors":"Pınar Güner , Figen Bozkuş , Mustafa Güler","doi":"10.1016/j.tate.2025.105035","DOIUrl":null,"url":null,"abstract":"<div><div>This study examined pre-service mathematics teachers' (PMTs) orientations in noticing students' mathematical thinking (SMT) and how these orientations affect their noticing skills. A total of 108 PMTs' responses to open-ended scenario-type questions were analyzed. Results showed that PMTs mostly adopted deficit-based orientations, focusing on students' errors or misconceptions, evaluating their thinking negatively, and correcting errors. A significant number of PMTs displayed a blind spot orientation, reflecting gaps in their understanding that hindered their noticing skills. The study found a relationship between orientations and noticing components, suggesting that PMTs’ orientations in attending influenced how they interpreted and responded to student thinking.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"160 ","pages":"Article 105035"},"PeriodicalIF":4.0000,"publicationDate":"2025-04-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"To notice, but what? An investigation on pre-service teachers’ noticing of strengths and deficits in student thinking\",\"authors\":\"Pınar Güner , Figen Bozkuş , Mustafa Güler\",\"doi\":\"10.1016/j.tate.2025.105035\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<div><div>This study examined pre-service mathematics teachers' (PMTs) orientations in noticing students' mathematical thinking (SMT) and how these orientations affect their noticing skills. A total of 108 PMTs' responses to open-ended scenario-type questions were analyzed. Results showed that PMTs mostly adopted deficit-based orientations, focusing on students' errors or misconceptions, evaluating their thinking negatively, and correcting errors. A significant number of PMTs displayed a blind spot orientation, reflecting gaps in their understanding that hindered their noticing skills. The study found a relationship between orientations and noticing components, suggesting that PMTs’ orientations in attending influenced how they interpreted and responded to student thinking.</div></div>\",\"PeriodicalId\":48430,\"journal\":{\"name\":\"Teaching and Teacher Education\",\"volume\":\"160 \",\"pages\":\"Article 105035\"},\"PeriodicalIF\":4.0000,\"publicationDate\":\"2025-04-19\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Teaching and Teacher Education\",\"FirstCategoryId\":\"95\",\"ListUrlMain\":\"https://www.sciencedirect.com/science/article/pii/S0742051X25001118\",\"RegionNum\":1,\"RegionCategory\":\"教育学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Teaching and Teacher Education","FirstCategoryId":"95","ListUrlMain":"https://www.sciencedirect.com/science/article/pii/S0742051X25001118","RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}

引用次数: 0

摘要

本研究考察了职前数学教师对学生数学思维的注意取向，以及这些取向对其注意技能的影响。分析了108名pmt对开放式情景型问题的回答。结果表明，pmt多采用缺陷导向，关注学生的错误或误解，消极评价学生的思维，并纠正错误。相当多的pmt表现出盲点取向，反映出他们在理解上的差距阻碍了他们的注意技能。该研究发现了取向和注意成分之间的关系，表明pmt在参加中的取向影响了他们对学生思维的解释和反应。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

查看原文本刊更多论文

To notice, but what? An investigation on pre-service teachers’ noticing of strengths and deficits in student thinking

This study examined pre-service mathematics teachers' (PMTs) orientations in noticing students' mathematical thinking (SMT) and how these orientations affect their noticing skills. A total of 108 PMTs' responses to open-ended scenario-type questions were analyzed. Results showed that PMTs mostly adopted deficit-based orientations, focusing on students' errors or misconceptions, evaluating their thinking negatively, and correcting errors. A significant number of PMTs displayed a blind spot orientation, reflecting gaps in their understanding that hindered their noticing skills. The study found a relationship between orientations and noticing components, suggesting that PMTs’ orientations in attending influenced how they interpreted and responded to student thinking.

求助全文

通过发布文献求助，成功后即可免费获取论文全文。去求助

来源期刊

Teaching and Teacher Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

6.50

自引率

12.80%

发文量

294

审稿时长

86 days

期刊介绍： Teaching and Teacher Education is an international journal concerned primarily with teachers, teaching, and/or teacher education situated in an international perspective and context. The journal focuses on early childhood through high school (secondary education), teacher preparation, along with higher education concerning teacher professional development and/or teacher education. Teaching and Teacher Education is a multidisciplinary journal committed to no single approach, discipline, methodology, or paradigm. The journal welcomes varied approaches (qualitative, quantitative, and mixed methods) to empirical research; also publishing high quality systematic reviews and meta-analyses. Manuscripts should enhance, build upon, and/or extend the boundaries of theory, research, and/or practice in teaching and teacher education. Teaching and Teacher Education does not publish unsolicited Book Reviews.