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RESEARCH PAPER
A Proposal to Enhance Preservice Teacher’s Noticing
1
Universidad de Antioquia, COLOMBIA
2
Universidad de Los Lagos, CHILE
Publication date: 2018-06-09
EURASIA J. Math., Sci Tech. Ed 2018;14(11):em1569
KEYWORDS
teacher noticingdidactic-mathematical knowledgedidactical analysisprofessional developmentteacher training
TOPICS
ABSTRACT
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.
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