Noticing Student Mathematical Thinking: Self-Contemplation of a Pre-Service Teacher

Serife Sevinc 1 * , Enrique Galindo 2
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1 Mathematics and Science Education, Middle East Technical University, Ankara, TURKEY
2 Mathematics Education, Indiana University Bloomington, Indiana, USA
* Corresponding Author
EUR J SCI MATH ED, Volume 10, Issue 2, pp. 154-169. https://doi.org/10.30935/scimath/11489
Published: 03 January 2022
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ABSTRACT

This study focused on a pre-service teacher’s self-contemplations about the two opportunities provided in a field experience course, Formative Assessment Interviews (FAIs) and Model Building (MB), which were designed to support pre-service teachers developing the skills of noticing students’ mathematical thinking. In the field experience, pre-service teachers conducted FAIs with a pair of children and participated in MB sessions to hypothesize students’ mathematical thinking. The findings suggest that although the pre-service teacher, Gloria, experienced some challenges, FAIs and MBs created a supportive medium for the pre-service teacher’s development of noticing student thinking and appreciating the value of this practice, which is important to gain in teacher education.
Keywords: pre-service teacher education, noticing student thinking, field experience, formative assessment interview, mathematics education

CITATION

Sevinc, S., & Galindo, E. (2022). Noticing Student Mathematical Thinking: Self-Contemplation of a Pre-Service Teacher. European Journal of Science and Mathematics Education, 10(2), 154-169. https://doi.org/10.30935/scimath/11489

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