Levels of Articulation in Prospective Mathematics Teacher Noticing

Artigo2026

Mar Moreno; Paloma Santonja; Salvador Llinares

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Resumo

The study objective was to characterise prospective secondary mathematics teachers' articulation levels of mathematics teacher noticing. We consider the articulation of the relationships among noticing skills of attending, interpreting, and making decisions and the different elements prospective mathematics teachers observe in a mathematics teaching situation (the mathematical task, students' mathematical thinking, student--teacher interactions, and the teacher's subsequent actions). During their teaching internship (practicum), seven prospective secondary teachers wrote narratives about events that they had identified as particularly relevant in the course of the mathematics teaching. The analysis of the written narratives focused on the relationships between what the prospective teachers noticed and how they interpreted what they observed, leading to decisions on the subsequent teaching steps to follow, taking into account the meaning given to the situations. Four articulation levels were found, which were named as follows: lack of evidence of articulation, incipient articulation, limited articulation, and strong articulation. The study findings help us to understand how prospective secondary teachers learn to notice mathematics teaching in specific contexts. They illustrate the differences between describing different aspects in a situation, generating knowledge about the situation, and using this knowledge to decide about the subsequent teaching actions to adopt.

Dados da obra

Tipo: Artigo
Periódico: Educational Studies in Mathematics
Ano: 2026
Idioma: en
Palavras-chave: Mathematics Teachers; Secondary School Teachers; Teaching Skills; Observation; Decision Making; Preservice Teachers; Practicums; Articulation (Education)
ISSN: 0013-1954
Acesso: Metadados apenas
Fontes: ERIC — Education Resources Information Center
Na Biblioteca desde: 01/10/2026 · verificada em 03/10/2026

Como citar

ABNT
MORENO, Mar; SANTONJA, Paloma; LLINARES, Salvador. Levels of Articulation in Prospective Mathematics Teacher Noticing. Educational Studies in Mathematics, 2026. Disponível em: http://dx.doi.org/10.1007/s10649-025-10442-9. Acesso em: 5 nov. 2026.

APA

Moreno, M., Santonja, P., & Llinares, S. (2026). Levels of Articulation in Prospective Mathematics Teacher Noticing. Educational Studies in Mathematics. http://dx.doi.org/10.1007/s10649-025-10442-9

BibTeX

@article{moreno2026,
  author = {Moreno, Mar and Santonja, Paloma and Llinares, Salvador},
  title = {Levels of Articulation in Prospective Mathematics Teacher Noticing},
  year = {2026},
  journal = {Educational Studies in Mathematics},
  url = {http://dx.doi.org/10.1007/s10649-025-10442-9},
  language = {en}
}

RIS

TY  - JOUR
AU  - Moreno, Mar
AU  - Santonja, Paloma
AU  - Llinares, Salvador
TI  - Levels of Articulation in Prospective Mathematics Teacher Noticing
PY  - 2026
JO  - Educational Studies in Mathematics
UR  - http://dx.doi.org/10.1007/s10649-025-10442-9
LA  - en
ER  -

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