Teachers’ orientations of noticing and its underlying mechanisms in the context of Lakatos-style proving activity
Résumé
Despite the educational benefits of Lakatos-style proving activity in school mathematics, there is still limited understanding of teachers’ perception and cognition in this context. To gain insights into teachers’ underlying decision-making processes, we identified teachers’ orientations of noticing of students’ thinking in Lakatos-style proving activity and tried to understand their orientations using their framing of professional obligations. Data was collected from semi-structured, vignette-based interviews with twelve Chinese pre-service and in-service secondary mathematics teachers. Findings show that teachers can be classified into different groups based on the extent of consistency or balance in their orientations of noticing. Three potential mechanisms for how teachers’ framing of their professional obligations drove their orientations of noticing are hypothesised and discussed.
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