DOI QR코드

DOI QR Code

Elementary Preservice Teachers' Noticing and Evaluation of Digital Mathematical Resources

  • Sheunghyun Yeo (Department of Mathematics Education, Daegu National University of Education)
  • Received : 2023.06.07
  • Accepted : 2023.06.21
  • Published : 2023.06.30

Abstract

With the rapid advancement of educational technology, recent studies have connected teachers' professional noticing with the use of digital resources in mathematical instructions. In this study, I examined elementary mathematics preservice teachers' attending and interpreting a mathematical software, ST Math, in the exploring and implementing phases. The findings indicate that preservice teachers paid attention to visual representations and manipulation prior to interactions with children and further took into consideration on task structures and situated context after interactions. They interpreted the events based on connected mathematical knowledge of prior interactions and further reflected on the progression of problem-solving strategies and sequence of tasks. In addition, four distinctive profiles of transitioning of evaluation on ST Math activities were identified with illustrations. Implications for noticing and teacher education were discussed.

Keywords

Acknowledgement

This study was extended from a conference proceeding previously presented and I would like to thank Dr. Corey Webel for his guidance, support, and insightful comments on this study.

References

  1. Amador, J. M., Estapa, A., Kosko, K., & Weston, T. (2021). Prospective teachers' noticing and mathematical decisions to respond: Using technology to approximate practice. International Journal of Mathematical Education in Science and Technology, 52(1), 3-22.  https://doi.org/10.1080/0020739X.2019.1656828
  2. Berliner, D. C. (2004). Describing the behavior and documenting the accomplishments of expert teachers. Bulletin of Science, Technology & Society, 24(3), 200-212.  https://doi.org/10.1177/0270467604265535
  3. Campbell, T., Gooden, C., Smith, F., & Yeo, S. (2022). Supporting college students to communicate productively in groups: A self-awareness intervention. International Journal of Educational Research Open, 3, 100213. 
  4. Campbell, T. G., & Yeo, S. (2022). Professional noticing of coordinated mathematical thinking. British Educational Research Journal, 48(3), 488-503.  https://doi.org/10.1002/berj.3778
  5. Carpenter, T. P., Fennema, E., Franke, M., Levi, L., & Empson, S. B. (2014). Children's mathematics: Cognitively guided instruction (2nd ed.). Heinemann. 
  6. Chao, T., Murray, E., & Star, J. (2016). Helping mathematics teachers develop noticing skills: Utilizing smartphone technology for one-on-one teacher/student interviews. Contemporary Issues in Technology and Teacher Education, 16(1), 22-37. 
  7. de Araujo, Z., Amador, J., Estapa, A., Weston, T., Aming-Attai, R., & Kosko, K. W. (2015). Animating preservice teachers' noticing. Mathematics Teacher Education and Development, 17(2), 25-44. 
  8. Dick, T. P., & Hollebrands, K. F. (2011). Focus in high school mathematics: Technology to support reasoning and sense making. National Council of Teachers of Mathematics. 
  9. Dietiker, L., Males, L. M., Amador, J. M., & Earnest, D. (2018). Research commentary: Curricular noticing: A framework to describe teachers' interactions with curriculum materials. Journal for Research in Mathematics Education, 49(5), 521-532.  https://doi.org/10.5951/jresematheduc.49.5.0521
  10. Goodwin, C. (1994). Professional vision. American Anthropologist, 96(3), 606-633.  https://doi.org/10.1525/aa.1994.96.3.02a00100
  11. Jacobs, V. R., & Empson, S. B. (2016). Responding to children's mathematical thinking in the moment: an emerging framework of teaching moves. ZDM the mathematics education, 48(1-2), 185-197.  https://doi.org/10.1007/s11858-015-0717-0
  12. Jacobs, V. R., Lamb, L. L. C., & Philipp, R. A. (2010). Professional noticing of children's mathematical thinking. Journal for Research in Mathematics Education, 41(2), 169-202.  https://doi.org/10.5951/jresematheduc.41.2.0169
  13. Konig, J., Santagata, R., Scheiner, T., Adleff, A. K., Yang, X., & Kaiser, G. (2022). Teacher noticing: A systematic literature review of conceptualizations, research designs, and findings on learning to notice. Educational Research Review, 100453. 
  14. Kosko, K. W., Ferdig, R. E., & Zolfaghari, M. (2021). Preservice teachers' professional noticing when viewing standard and 360 video. Journal of Teacher Education, 72(3), 284-297.  https://doi.org/10.1177/0022487120939544
  15. Lachner, A., Jarodzka, H., & Nuckles, M. (2016). What makes an expert teacher? Investigating teachers' professional vision and discourse abilities. Instructional Science, 44, 197-203.  https://doi.org/10.1007/s11251-016-9376-y
  16. Mason, J. (2002). Researching your own practice: The discipline of noticing.
  17. Peterson M. R., Balzarini, D., Bodner, M., Jones, E. G., Phillips, T., Richardson, D., & Shaw, G. L. (2004). Innate spatial-temporal reasoning and the identification of genius. Neurological Research, 26, 2-8.  https://doi.org/10.1179/016164104773026471
  18. Sherin, M. G., & van Es, E. A. (2005). Using video to support teachers' ability to notice classroom interactions. Journal of Technology and Teacher Education, 13, 475-491. 
  19. Sherin, M. G., Jacobs, V. R., & Philipp, R. A. (2011). Situating the study of teacher noticing. In M. G. Sherin, V. R. Jacobs, & R. A. Philipp (Eds.), Mathematics teacher noticing: Seeing through teachers' eyes (pp. 3-13). Routledge. 
  20. Smith, R., Shin, D., Kim, S., & Zawodniak, M. (2018). Novice secondary mathematics teachers' evaluation of mathematical cognitive technological tools. Contemporary Issues in Technology and Teacher Education, 18(4), 606-630. 
  21. Star, J. R., Lynch, K. H., & Perova, N. (2011). Using video to improve mathematics' teachers' abilities to attend to classroom features: A replication study. In M. G. Sherin, V. R. Jacobs & R. A. Philipp (Eds.), Mathematics teachers' noticing: Seeing through teachers' eyes (pp. 117-133). Routledge. 
  22. Strauss, A., & Corbin, J. (1998). Basics of qualitative research: Techniques and procedures for developing grounded theory (2nd ed.). Sage Publications. 
  23. van Es, E. A., & Sherin, M. G. (2008). Mathematics teachers' "learning to notice" in the context of a video club. Teaching and Teacher Education, 24(2), 244-276.  https://doi.org/10.1016/j.tate.2006.11.005
  24. van Es, E. A., Hand, V., Agarwal, P., & Sandoval, C. (2022). Multidimensional noticing for equity: Theorizing mathematics teachers' systems of noticing to disrupt inequities. Journal for Research in Mathematics Education, 53(2), 114-132.  https://doi.org/10.5951/jresematheduc-2019-0018
  25. Walkoe, J., Wilkerson, M., & Elby, A. (2017). Technology-mediated teacher noticing: A goal for classroom practice, tool design, and professional development. In Smith, B. K., Borge, M., Mercier, E., and Lim, K. Y. (Eds.). Making a difference: Prioritizing equity and access in CSCL, 12th International Conference on Computer Supported Collaborative Learning. Philadelphia, PA. 
  26. Webel, C., Krupa, E. E., & McManus, J. (2015). Teachers' evaluations and use of web-based curriculum resources in relation to the Common Core State Standards for Mathematics. Middle Grades Research Journal, 10(2), 49-64. 
  27. Yeo, S. (2018). Investigating spatial and temporal reasoning of elementary students through gamified mathematics software. In T. E. Hodges, G. J. Roy, & A. M. Tyminski (Eds.), Proceedings of the 40th Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (pp.1271-1274). Greenville, SC. 
  28. Yeo, S. (2020). Integrating digital technology into elementary mathematics: Three theoretical perspectives. Research in Mathematical Education, 23(3), 165-179.  https://doi.org/10.7468/JKSMED.2020.23.3.165
  29. Yeo, S., Rutherford, T., & Campbell, T. (2022). Understanding elementary mathematics teachers' intention to use a digital game through the technology acceptance model. Education and Information Technologies, 27(8), 11515-11536.  https://doi.org/10.1007/s10639-022-11073-w