期刊名称：Eurasia Journal of Mathematics, Science & Technology Education
印刷版ISSN：1305-8223
电子版ISSN：1305-8223
出版年度：2015
卷号：11
期号：6
页码：1339-1361
DOI：10.12973/eurasia.2015.1392a
出版社：Pamukkale Univ Dept Sci Education
摘要：Previous research indicates that lesson studycan support preservice teachers’ abilities to professionally notice. Thisqualitative case study examined specific lexical and indexical conversationalcomponents of lesson study analysis meetings that afford or constrainelementary preservice teachers’ incidences of professionally noticing students’mathematical thinking. Results indicate that the facilitator supportedpreservice teachers to identify and provide evidence of student thinkingthrough direct questioning and probing, allowing free discussion, modelingconnections of student thinking to mathematics learning theory, and gesturingto explain mathematical concepts. Professional noticing was constrained bydiscussion of pedagogical procedures and longer talk segments by thefacilitator or classroom teacher. Findings suggest that lexical and indexicalinclusions in lesson study analysis meetings can support varied levels ofpreservice teachers' professional noticing. As demonstrated by the facilitatorin our study, we recommend facilitators pay close attention to the prompts theypose and how they guide and model analysis of student thinking.
关键词：discourse; lesson study;mathematics education; preservice teacher education; professional noticing;social development theory
