Preservice Mathematics Teachers’ Professional Noticing of Students’ Mathematical Thinking with Technology

ID: 52481 Type: Full Paper
  1. Jennifer N. Lovett, Middle Tennessee State University, United States
  2. Lara K. Dick, Bucknell University, United States
  3. Allison W. McCulloch, University of North Carolina at Charlotte, United States
  4. Milan F. Sherman, Drake University, United States
  5. Kristi Martin, NC State University, United States

Thursday, March 29 12:00-12:30 PM Location: Edison A View on map

Presider: Gabrielle Read Jasnoff, Transylvania University, University of Louisville, United States

Abstract: The purpose of this study is to examine the ways in which PSMTs professionally notice middle school students’ mathematical thinking on a technology enhanced mathematical task. Findings show that every preservice mathematics teacher included a discussion of the middle school students’ interaction with the technology in their noticing prompts, demonstrating that PSMTs recognized that the middle school students’ mathematical understanding was tied to their interactions with the technology. Additionally, results from PSMTs’ justifications for their predictions of middle school students’ responses to the task, incorporated the middle school students language and described how the middle school students would interact with the technology.

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