id: 06271462
dt: j
an: 2014c.00466
au: Fernández, Ceneida; Llinares, Salvador; Valls, Julia
ti: Primary school teacher’s noticing of students’ mathematical thinking in
problem solving.
so: Math. Enthus. 10, No. 1-2, 441-468 (2013).
py: 2013
pu: Information Age Publishing (IAP), Charlotte, NC; University of Montana,
Department of Mathematical Sciences, Missoula, MT
la: EN
cc: D59
ut: problem solving; teachers’ professional noticing of students’
mathematical thinking; research; analysis of students’ thinking;
transition from additive to multiplicative thinking; problem solving
strategies; problem posing; preservice teacher education; primary
school teachers; proportion
ci:
li: http://www.math.umt.edu/tmme/vol10no1and2/17-Llinares%20et_al_pp441_468.pdf
ab: Summary: Professional noticing of students’ mathematical thinking in
problem solving involves the identification of noteworthy mathematical
ideas of students’ mathematical thinking and its interpretation to
make decisions in the teaching of mathematics. The goal of this study
is to begin to characterize pre-service primary school teachers’
noticing of students’ mathematical thinking when students solve tasks
that involve proportional and non-proportional reasoning. From the
analysis of how pre-service primary school teachers notice students’
mathematical thinking, we have identified an initial framework with
four levels of development. This framework indicates a possible
trajectory in the development of primary teachers’ professional
noticing.
rv: