Learning to notice students’ mathematical thinking through on-line discussions

The goal of this research is to characterize prospective mathematics teachers’ development of professional noticing of students’ mathematical thinking in on-line contexts. Specifically, we are interested in how the participation in on-line discussions, when prospective teachers solve specific tasks,...

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Bibliographic Details
Published inZDM Vol. 44; no. 6; pp. 747 - 759
Main Authors Fernández, Ceneida, Llinares, Salvador, Valls, Julia
Format Journal Article
LanguageEnglish
Published Berlin/Heidelberg Springer-Verlag 01.10.2012
Springer Nature B.V
Subjects
Classrooms
Collaboration
Communication
Education
Knowledge
Learning
Mathematical analysis
Mathematics
Mathematics Education
Mathematics teachers
Original Article
Preservice Teachers
Secondary School Students
Skills
Students
Teacher Educators
Teachers
Teaching
Teaching Methods
Dialogic argumentation
Students’ mathematical thinking
On-line learning environments
Professional noticing
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Summary:The goal of this research is to characterize prospective mathematics teachers’ development of professional noticing of students’ mathematical thinking in on-line contexts. Specifically, we are interested in how the participation in on-line discussions, when prospective teachers solve specific tasks, supports the development of professional noticing of students’ mathematical thinking. Findings show that an aspect in which the on-line discussions, as an example of asynchronous collaborative communication interfaces, support this development is related to the role of writing; participating in an on-line discussion plays a significant role since the final written text is functional as regards the activity of interpreting students’ mathematical thinking collaboratively.
ISSN:1863-9690
1863-9704
DOI:10.1007/s11858-012-0425-y