Deepening preservice teachers’ algebraic thinking by noticing children’s thinking
Résumé
This study aims to discuss how noticing children’s algebraic thinking impacts on two pairs of preservice teachers’ (PTs) algebraic thinking in an initial teacher education course. The study follows a qualitative methodology, with two pairs of PTs as participants. The research methods were participant observation of classes, complemented with audio and video recording, and document collection of PTs’ written work. The results show that by seeking, simultaneously, the development of PTs’ algebraic thinking and their ability to notice children’s algebraic thinking, the teaching experiment has allowed PTs to deepen their knowledge of algebraic thinking dimensions that are compatible with an early algebra perspective that they should mobilise in their future practice.
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