Pre-service middle level mathematics teachers' noticing of student mathematical thinking and teacher identity in the context of virtual experimentation
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Tarih
2020
Yazarlar
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
Taylor & Francis Ltd
Erişim Hakkı
info:eu-repo/semantics/closedAccess
Özet
The purpose of this study is to investigate pre-service middle-level mathematics teachers' noticing of student mathematical thinking and teacher identity in the context of virtual professional experimentation performed through the StoryCircles model. This study examined how pre-service middle-level mathematics teachers' education experiences in the context of StoryCircles affect their noticing of student mathematical thinking and how their experiences and noticing differentiate based on teacher identity. The results showed that StoryCircles supported the participants' noticing of student mathematical thinking as they engaged in scripting, visualizing and arguing about the lessons. In this study, it was found that the collaborative, communicative and reflective structure of StoryCircles increased the participants' levels of noticing student mathematical thinking. Moreover, it was observed that the way of increase in the level of noticing differed based on teacher identity.
Açıklama
Anahtar Kelimeler
Animations, noticing, teacher identity, teacher education
Kaynak
International Journal of Mathematical Education In Science And Technology
WoS Q Değeri
N/A
Scopus Q Değeri
Q1
Cilt
51
Sayı
7
