Pre-service mathematics teachers’ learning to notice student statistical thinking in the context of lesson study
Nadide Yilmaz 1 * , Iffet Elif Yetkin Ozdemir 2
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1 Department of Mathematics and Science Education, Faculty of Education, Karamanoglu Mehmetbey University, Karaman, TÜRKİYE2 Department of Mathematics and Science Education, Faculty of Education, Hacettepe University, Ankara, TÜRKİYE* Corresponding Author

Abstract

It is important to note that the development of pre-service teachers’ noticing abilities does not happen spontaneously; hence, assistance programs are crucial. This qualitative study aimed to examine pre-service teachers’ noticing of student thinking within the context of lesson study. Three pre-service teachers conducted three lesson study cycles. Lesson plans, voice and video recordings of lesson study meetings and implementations, observations, field notes, and reflective writings are used as data collection techniques. The findings indicated that the pre-service teachers’ early levels of noticing were constrained. Their noticing levels increased as the lesson study progressed. Hence, the improvement of pre-service teachers’ noticing abilities can be assisted by lesson study. Activities such as planning, reflection and implementation helped pre-service teachers develop their noticing levels. To enhance the development of noticing skills, it can be proposed that lesson study should be integrated into teacher training programs.

License

This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

INT ELECT J MATH ED, Volume 18, Issue 3, August 2023, Article No: em0745

https://doi.org/10.29333/iejme/13398

Publication date: 01 Jul 2023

Online publication date: 13 Jun 2023

Article Views: 853

Article Downloads: 684

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