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：2018
卷号：14
期号：11
页码：1-17
DOI：10.29333/ejmste/92017
出版社：Pamukkale Univ Dept Sci Education
摘要：This paper presents a proposal for the development of ‘Teacher noticing’ with the help
of dimensions taken from the teacher’s didactic-mathematical knowledge model, that
makes up a Guide for Didactical Reflection. The proposal is based on a study conducted
during a time span of two years while the preservice teachers were in their teaching
practicum. The methodology was qualitative and data were taken in video, audio,
observing rubrics, and interviews formats. The results not only indicate that the Guide
can help develop teachers’ noticing, in order to identify and to question several specific
domains of teacher knowledge involved in mathematics teaching, but also suggest that
prospective teachers are moved into action and translate their noticing in didactic
action during class. We hypothesize that preservice effective noticing occurs at the
intersection of practice and discussion over the practice, with the help of ‘noticing tools’
with respect to the mathematical activities of students.
关键词：teacher noticing; didactic-mathematical knowledge; didactical analysis;
professional development; teacher training
