标题：Further Investigation into the Quality of Teachers’ Noticing Expertise: A Proposed Framework for Evaluating Teachers’ Models of Students’ Mathematical Thinking
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：1-15
DOI：10.29333/ejmste/92019
出版社：Pamukkale Univ Dept Sci Education
摘要：Because teachers cannot directly access the processes by which students construct
their mathematical knowledge, Teacher Noticing, an activity that involves observing
students’ work, interpreting students’ mathematical thinking about a task based on
their remarks or actions, and responding to their thinking, is important to grasp
students’ mathematical understanding. A possible way for teachers to develop noticing
expertise is to engage in a situation focused on student thinking such as clinical
interviews. However, noticing students’ thinking productively through clinical
interviews remains a challenge, especially for pre-service teachers, not only because it
requires a broad range of knowledge but also because of the absence of a framework
to inform and evaluate the process. This paper addresses the development of such a
framework for evaluating the quality of pre-service teachers’ noticing expertise in a
context where students’ thinking is emphasized by removing normal classroom
interruptions. It then demonstrates how the framework can be used for this purpose
through three empirical examples of pre-service teachers who engaged in an
intervention that involved conducting clinical interviews and analyzing students’
mathematical thinking by watching video-recordings of their clinical interviews.
关键词：noticing expertise; clinical interviews; building models; students’;
mathematical thinking
