Proposing educative features of the curriculum materials that can enhance teachers' noticing
Résumé
The notion of noticing students' mathematical thinking supports one of the generic formative assessment strategies, eliciting evidence of students' learning, by emphasising the value of teachers' engagement with students' mathematical thinking beyond just identifying the procedure. In practice, most teachers will be expected to focus more on the answer presented than engaging with students' developing mathematical thinking due to limited resources such as knowledge and practical tools. The educative features of curriculum materials identified in this paper can potentially challenge teachers to review and enhance their practices. These features were proposed as a result of an analytic process that involved the analysis of five sets of teacher guides for multiplicative reasoning lessons, alongside a critique of the existing frameworks regarding formative assessment and noticing.
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