İlköğretim Matematik Öğretmen Adaylarinin Bir Matematik Sinifina Yönelik Farkindaliklari

Abstract

The purpose of the study is to reveal pre-service elementary mathematics teachers’ noticing on a mathematics classroom and to determine the levels of their noticing on students' mathematical thinking in particular. The participants of the study are six pre-service elementary mathematics teachers studying at the same university. In data collection process, the participants have watched an instructional episode that was taken from a real classroom environment. While watching the instructional episode, semi-structured interviews were conducted on what they notice and how they notice. The data obtained from the interviews were analyzed through content analysis. “Learning to Notice Student Mathematical Thinking” framework by Van Es (2011) developed was used in content analysis. According to the framework consisting of four levels of development, the results showed that the pre-service elementary mathematics teachers’ noticing skills are at Level 2. On the question of what they notice, pre-service mathematics teachers noticed the teacher as the actor and they noticed mostly the teaching method and classroom management as the subjects. On the question how they notice, their interpretations were somewhat superficial. Pre-service elementary mathematics teachers commented on the correctness of mathematical thinking through the correctness of student responses. They did not interpret students’ mathematical thinking much, but they mostly interpreted student mistakes through the teacher’s mathematical communication. Finally, pre-service elementary mathematics teachers did not provide suggestions for creating alternative learning experiences in order to develop students’ ideas they noticed.