Eliciting and Analyzing Preservice Teachers' Mathematical Noticing
Abstract
In an effort to elicit elementary preservice teachers' mathematical noticing, mathematics teacher educators at 6 universities designed and implemented a 3-step task that used video, writing, and animation. The intent of the task was to elicit preservice teachers' mathematical noticing–that is, noticing specific to mathematics content and how students reason about content. Preservice teachers communicated their noticing through both written accounts and selfcreated animations. Findings showed that the specific city of mathematical noticing differed with the medium used and that preservice teachers focused on different mathematical content across the methods sections, illuminating the importance for mathematics teacher educators understanding of the noticing practices of the preservice teachers with whom they work. This report includes implications for using the task in methods courses and modifying course instruction to develop noticing following task implementation.
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Those PSTs who expressed their noticing about students did so with greater attention to mathematical details in their animations compared to written responses.
“At the same time, those PSTs who expressed their noticing about students did so with greater attention to mathematical details in their animations compared to written responses.”
From Prospective K-8 teachers’ noticing of student justifications and generalizations in the context of analyzing written artifacts and video-records (2021) · cites this paper as Amador et al. (2017)
How PSTs articulate their observations of student thinking might affect the assessment of PSTs' noticing skills.
“A study by Amador, Estapa, de Araujo, Kosko, and Weston (2017) showed that how PSTs articulate their observations of student thinking might affect the assessment of PSTs ' noticing skills.”
From Prospective K-8 teachers’ noticing of student justifications and generalizations in the context of analyzing written artifacts and video-records (2021) · cites this paper as Amador et al. (2017)
When articulating their noticing in writing, PSTs predominantly made observations about students, but when using animations to say what they noticed, PSTs focused mostly on a teacher.
“When articulating their noticing in writing, PSTs predominantly made observations about students, but when using animations to say what they noticed, PSTs focused mostly on a teacher.”
From Prospective K-8 teachers’ noticing of student justifications and generalizations in the context of analyzing written artifacts and video-records (2021) · cites this paper as Amador et al. (2017)
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“There is limited research, however, on preservice teachers’ noticing skills (e.g., Amador et al., 2017; Beattie et al., 2017; Sherin et al., 2011; van den Kieboom et al., 2017).”
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“Both GoAnimate (now rebranded as Vyond) and LessonSketch are two such platforms (Amador et al., 2017; Amador, Weston, Estapa, Kosko, & De Araujo, 2016; Chazan & Herbst, 2012; Chen, 2012; De Araujo et al., 2015; Herbst, Aaron, & Chieu, 2013).”
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“…to develop teacher noticing have employed video clubs (e.g., Sun & van Es, 2015), silent video tasks (e.g., Galiç et al., 2024a), animations (e.g., Amador et al., 2017), and online platforms (e.g., Larison et al., 2024; Tekin-Sitrava et al., 2024), or lesson study (e.g., Lee & Choy, 2017), there…”
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“We also recently explored GoAnimate as a tool for prospective teachers to communicate their thinking and professional noticing as they approximate practice (Amador et al., 2017; Weston et al., 2018).”
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“These include analysis of students’ written solutions (e.g., Callejo & Zapatera, 2017; Parodi et al., 2024), animation-based tools (e.g., Amador et al., 2017; Lee & Choy, 2017), co-teaching approaches (e.g., Meadows & Caniglia, 2018), hypothetical learning trajectories (e.g., Ivars et al., 2018),…”
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- Authors
- Amador, J. M., Estapa, A., Araujo, Z. D., Kosko, K. W., & Weston, T. L.
- Affiliations
- University of Idaho (US)
- Iowa State University (US)
- University of Missouri (US)
- Kent State University (US)
- Middlebury College (US)
- Venue
- Mathematics Teacher Educator
- Published
- 2017-03
- Volume
- 5
- Issue
- 2
- Pages
- 158-177
- ISSN
- 2167-9789 (ISSN-L)
- OpenAlex
- W2594256728
- Cited by
- 34
- References
- 0
- Citations by year
- 2026: 1 · 2025: 6 · 2024: 1 · 2023: 2 · 2021: 8 · 2020: 7 · 2019: 4 · 2018: 1 · 2017: 4
- FWCI
- 15.61
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Mathematics Teacher Educator (publishedVersion)
- Funders
- Ministère de la Transition écologique et Solidaire
- Topics
- Social Sciences › Education › Mathematics Education and Teaching Techniques
- Social Sciences › Education › Teacher Education and Leadership Studies
- Social Sciences › Education › Teacher Education and Assessments
- Keywords
- pre-service teachers, primary teacher education, reflective writing, mathematics teacher educators, mathematics methods courses
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