Pre-Service Mathematics Teachers'Noticing under the Focused Analytical Framework:An Exploratory Study Based on National Elementary Exemplary Mathematics Lessons
Teachers'professional noticing is an important component of their teaching competency.Paying attention to and developing pre-service teachers'(PSTs)noticing skills can improve their understanding of classroom teaching and teaching abilities.Existing analytical frameworks of teacher noticing have adopted a Western classroom perspective.There is a lack of research on mathematics teachers and classroom teaching in China.Therefore,based on the focused analytical framework(start point,key point,difficult point,and critical point),this study used a mixed method.We invited 17 PSTs from a university in Guangdong Province to observe and analyze three exemplary mathematics lessons in the field of number and algebra.The results show that the noticing levels of pre-service mathematics teachers in different focuses are inconsistent,among which the level of"key points"is lower than that of the other three focuses;in terms of content,they pay more attention to teachers and teaching methods.The pre-service mathematics teachers who participated in the study may have a shallow understanding of classroom teaching events due to their lack of practical teaching experience and perception of real classrooms,and it is difficult to focus on the content they pay attention to.This research provides suggestions for using the focused analytical framework to analyze mathematics classroom teaching in China,and for improving teachers'noticing in teacher education.
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