Pre-service mathematics teachers’ responding to student thinking in their teaching experiences
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Resumo
While noticing has received extensive attention from researchers with regards to pre-service and in-service teachers, there has been little research on how pre-service mathematics teachers respond to student thinking in the mathematical discussions. The aim of the study was to investigate pre-service mathematics teachers’ (PSMTs) ways of responding to student thinking and the extent they focused on student thinking while responding to them. Two PSMTs’ planned lessons were observed by the university supervisor and the cooperating teacher. Data was collected through lesson plans, video recordings of the PSMTs’ teaching and the observation notes by the supervisor. The constant comparative method was performed throughout the qualitative data analysis. The results initially revealed that although PSMTs could use different types of actions such as eliciting, repeating, redirecting, teaching and encouraging to respond to student thinking during their teaching experiences, their responding to student ideas did not follow a single path or a pattern for their lessons. In terms of the ways of responding, PSMTs dominantly used eliciting, repeating, and evaluating, while explaining, extending and probing student thinking were less preferred. The results provide important cases to help mathematics teacher educators to understand the PSMTs’ ways of responding to student thinking and their tendencies towards being able to focus on student thinking while responding to them. Finally, the paper discusses the educational implications of the results.
Dados da obra
- Tipo
- Artigo
- Periódico
- Journal of Pedagogical Research, v. 6, n. 1, p. 87-109
- Editora
- Şahin Danişman
- Ano
- 2022 (2022-03)
- Idioma
- en
- Palavras-chave
- teacher noticing; pre-service mathematics teachers; responding skills; student thinking; mathematical discussion; teacher action; mathematics teacher education; lesson planning
- Temas
- Formação de Professores de Matemática
- DOI
- 10.33902/jpr.2022175553
- ISSN
- 2602-3717
- Licença
- cc-by
- Acesso
- Download disponível
- Fontes
- DOAJ — Directory of Open Access Journals; OpenAlex
- Na Biblioteca desde
- 01/10/2026 · verificada em 03/10/2026
Como citar
ABNT
TAŞDAN, Berna Tataroğlu; KABAR, Makbule Gözde Didiş. Pre-service mathematics teachers’ responding to student thinking in their teaching experiences. Journal of Pedagogical Research, v. 6, n. 1, p. 87-109, 2022. DOI: https://doi.org/10.33902/jpr.2022175553.
APA
Taşdan, B. T., & Kabar, M. G. D. (2022). Pre-service mathematics teachers’ responding to student thinking in their teaching experiences. Journal of Pedagogical Research, 6(1), 87-109. https://doi.org/10.33902/jpr.2022175553
BibTeX
@article{tasdan2022,
author = {Taşdan, Berna Tataroğlu and Kabar, Makbule Gözde Didiş},
title = {Pre-service mathematics teachers’ responding to student thinking in their teaching experiences},
year = {2022},
journal = {Journal of Pedagogical Research},
volume = {6},
number = {1},
pages = {87-109},
publisher = {Şahin Danişman},
doi = {10.33902/jpr.2022175553},
language = {en}
}RIS
TY - JOUR AU - Taşdan, Berna Tataroğlu AU - Kabar, Makbule Gözde Didiş TI - Pre-service mathematics teachers’ responding to student thinking in their teaching experiences PY - 2022 JO - Journal of Pedagogical Research VL - 6 IS - 1 SP - 87 EP - 109 DO - 10.33902/jpr.2022175553 LA - en ER -
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