Spontaneous noticing and responding to students’ non-conventional fractional thinking
Résumé
Noticing and responding to children’s thinking are necessary skills for teachers and important part of professional awareness. This study investigated preservice teachers (PSTs)’ noticing of students’ unconventional fractional thinking and following orchestration of online classroom discussions. There were 10 PSTs who taught 4th-5th-6th grade mathematics in 8-week Online Laboratory School (OLS) and 24 fraction related lessons (video-recordings) were analysed. Findings revealed that most common unconventional student thinking were in “operations with fractions” and “representation of fractions on the number line” categories. PSTs often realized those instances in the moment. They typically asked students who had shared their thinking closed or open-ended questions or asking a general question to the other students. Some responses stimulated misconceptions in students, and analysis of lesson plans revealed that some problem statements had poor construction.
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