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How Novice Mathematics Teacher-Educators Notice the Mathematical and Pedagogical Thinking of Preservice Mathematic Teachers: An Emerging Model

Artigo2025

Mayssa Hayeen-Halloun; Michal Ayalon ORCID

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Resumo

This paper aims to characterize critical events noticed by novice mathematics teacher-educators (NMTEs) while they facilitate teacher education sessions. Twenty-four NMTEs enrolled in a university course on teaching teachers were asked to facilitate a series of three sessions with preservice teachers, identify critical events from those sessions and analyze these events. Analysis of the 72 critical events reported by the NMTEs yielded a model that can be used to characterize critical events in teacher education sessions (CETEs) and to identify variations within these events. The model comprises three axes: the event participants, the event focus and the dimensions in learning and teaching mathematics (i.e., cognitive, affective and social). The paper discusses the theoretical and empirical construction of the model and demonstrates its potential contribution using examples from our research.

Dados da obra

Tipo
Artigo
Periódico
Journal of Mathematics Teacher Education, v. 28, n. 2, p. 369-397
Editora
Springer Science+Business Media
Ano
2025 (2025-01-22)
Idioma
en
Palavras-chave
Beginning Teachers; Mathematics Teachers; Teacher Educators; Observation; Thinking Skills; Mathematics Skills; Preservice Teachers; Models; Preservice Teacher Education; Critical Incidents Method; Methods Courses; pre-service mathematics teachers; noticing; mathematical thinking; educational thought
Temas
Formação de Professores de Matemática
DOI
10.1007/s10857-024-09662-2
ISSN
1386-4416, 1573-1820
Licença
cc-by
Acesso
Acesso aberto
Fontes
ERIC — Education Resources Information Center; OpenAlex
Na Biblioteca desde
01/10/2026 · verificada em 03/10/2026

Como citar

ABNT
HAYEEN-HALLOUN, Mayssa; AYALON, Michal. How Novice Mathematics Teacher-Educators Notice the Mathematical and Pedagogical Thinking of Preservice Mathematic Teachers: An Emerging Model. Journal of Mathematics Teacher Education, v. 28, n. 2, p. 369-397, 2025. DOI: https://doi.org/10.1007/s10857-024-09662-2.

APA

Hayeen-Halloun, M., & Ayalon, M. (2025). How Novice Mathematics Teacher-Educators Notice the Mathematical and Pedagogical Thinking of Preservice Mathematic Teachers: An Emerging Model. Journal of Mathematics Teacher Education, 28(2), 369-397. https://doi.org/10.1007/s10857-024-09662-2

BibTeX
@article{hayeenhalloun2025,
  author = {Hayeen-Halloun, Mayssa and Ayalon, Michal},
  title = {How Novice Mathematics Teacher-Educators Notice the Mathematical and Pedagogical Thinking of Preservice Mathematic Teachers: An Emerging Model},
  year = {2025},
  journal = {Journal of Mathematics Teacher Education},
  volume = {28},
  number = {2},
  pages = {369-397},
  publisher = {Springer Science+Business Media},
  doi = {10.1007/s10857-024-09662-2},
  language = {en}
}
RIS
TY  - JOUR
AU  - Hayeen-Halloun, Mayssa
AU  - Ayalon, Michal
TI  - How Novice Mathematics Teacher-Educators Notice the Mathematical and Pedagogical Thinking of Preservice Mathematic Teachers: An Emerging Model
PY  - 2025
JO  - Journal of Mathematics Teacher Education
VL  - 28
IS  - 2
SP  - 369
EP  - 397
DO  - 10.1007/s10857-024-09662-2
LA  - en
ER  -

Referência gerada automaticamente a partir dos metadados das fontes; confira com o documento original. Baixar BibTeX · Baixar RIS

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