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Breaking with tradition: An investigation of an alternative instructional sequence designed to improve prospective teachers’ noticing skills |
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| Institution: | 1. Arizona State University, United States;2. Indiana University, United States;1. Empirical School Research, University of Cologne, Gronewaldstr. 2, 50931 Cologne, Germany;2. Humboldt-University Berlin, Germany;3. University Hamburg, Germany;1. West Virginia University, College of Education and Human Services, PO Box 6122, Morgantown, WV 26506, USA;2. Northwestern University, School of Education and Social Policy, 2120 Campus Drive, Evanston, IL 60208, USA |
| Abstract: | This experimental study aims to investigate the effect of an alternative instructional sequence designed to improve prospective teachers’ noticing skills. The participants consisted of two groups of prospective teachers (N = 28). To assess their noticing skills, the participants were asked to note critical events in the classroom and to provide detailed explanations about why they found these worth noting. The results indicate that the participants in experimental group showed higher levels of noticing skills compared to those in control group. The study presents a discussion of the success of the instructional approach in improving the noticing skills of future mathematics teachers. |
| Keywords: | Mathematics Noticing Prospective teachers Video-aided instruction |
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