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RESEARCH PAPER
Enhancing Noticing: Using a Hypothetical Learning Trajectory to Improve Pre-service Primary Teachers’ Professional Discourse
Pedro Ivars 1
,
 
Ceneida Fernández 1
,
 
Salvador Llinares 1
,
 
Ban Heng Choy 2
 
 
 
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1
Dept. Innovación y Formación Didáctica. University of Alicante, SPAIN
 
2
National Institute of Education, Nanyang Technological University, SINGAPORE
 
 
Publication date: 2018-07-14
 
 
EURASIA J. Math., Sci Tech. Ed 2018;14(11):em1599
DOI: https://doi.org/10.29333/ejmste/93421
 
 
Article (PDF)
References (48)
 
KEYWORDS
fractions
hypothetical learning trajectories
noticing
pre-service primary school teachers learning
professional discourse
 
ABSTRACT
The aim of this paper is to examine whether the use of a hypothetical learning trajectory as a guide to notice students’ mathematical thinking could improve pre-service teachers professional discourse and enhance pre-service teachers’ noticing. Twenty-nine pre-service primary school teachers participated in a learning environment in which they had to interpret students’ thinking about the fraction concept using a hypothetical learning trajectory as a guide. Results suggest that using a hypothetical learning trajectory as a guide helped pre-service teachers develop a more detailed discourse when interpreting students’ mathematical thinking, enhancing their noticing skill. The enhancement of the skill of noticing, however, was linked to pre-service teachers’ mathematical content knowledge. This research provides teacher educators with resources to help pre-service teachers produce a more detailed professional discourse to attend to the details of students’ answers and their different mathematical levels of thinking in mathematics teacher education programs.
 
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