
06271462
j
2014c.00466
Fern\'andez, Ceneida
Llinares, Salvador
Valls, Julia
Primary school teacher's noticing of students' mathematical thinking in problem solving.
Math. Enthus. 10, No. 12, 441468 (2013).
2013
Information Age Publishing (IAP), Charlotte, NC; University of Montana, Department of Mathematical Sciences, Missoula, MT
EN
D59
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
http://www.math.umt.edu/tmme/vol10no1and2/17Llinares%20et_al_pp441_468.pdf
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 preservice primary school teachers' noticing of students' mathematical thinking when students solve tasks that involve proportional and nonproportional reasoning. From the analysis of how preservice 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.