Perspective taking as a means to foster pre-service teachers’ noticing of students’ mathematical thinking
Résumé
Both teacher noticing and self-reflection skills are important prerequisites for the professional development of pre-service teachers (PSTs) in mathematics. The use of video clips has proven to be effective in promoting these skills, although PSTs often find it difficult to focus on student thinking. In the design research project presented here, PSTs for elementary schools are supported in developing their noticing of children's mathematical thinking by being prompted for Taking different Perspectives. An interview study was conducted to investigate which perspectives were taken, and what role they played in the noticing processes. The interpretatively derived results indicate that Taking different Perspectives can be used for documenting, inquiring, advancing, and assessing student thinking.
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