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：1-16
DOI：10.29333/ejmste/93421
出版社：Pamukkale Univ Dept Sci Education
摘要：The aim of this paper is to examine whether the use of a hypothetical learning trajectory
as a guide to notice students’ mathematical thinking could improve pre-service
teachers professional discourse and enhance pre-service teachers’ noticing. Twentynine
pre-service primary school teachers participated in a learning environment in
which they had to interpret students’ thinking about the fraction concept using a
hypothetical learning trajectory as a guide. Results suggest that using a hypothetical
learning trajectory as a guide helped pre-service teachers develop a more detailed
discourse when interpreting students’ mathematical thinking, enhancing their noticing
skill. The enhancement of the skill of noticing, however, was linked to pre-service
teachers’ mathematical content knowledge. This research provides teacher educators
with resources to help pre-service teachers produce a more detailed professional
discourse to attend to the details of students’ answers and their different mathematical
levels of thinking in mathematics teacher education programs.
关键词：fractions; hypothetical learning trajectories; noticing; pre-service primary;
school teachers learning; professional discourse
