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Education Research International
Volume 2019, Article ID 7426959, 20 pages
https://doi.org/10.1155/2019/7426959
Research Article

Preservice Teachers’ Learning to Respond on the Basis of Children’s Mathematical Understanding

1UW-Green Bay, Green Bay, WI 54311, USA
2Iowa State University, Ames, IA 50011, USA

Correspondence should be addressed to Mary Gichobi; moc.liamg@1akojnrm

Received 8 August 2018; Revised 9 March 2019; Accepted 10 April 2019; Published 2 May 2019

Academic Editor: Yi-Shun Wang

Copyright © 2019 Mary Gichobi and Alejandro Andreotti. This is an open access article distributed under the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Abstract

This study examined the extent to which preservice teachers (PSTs) develop their capacity to attend to children’s strategies and interpret and respond on the basis of children’s mathematical understanding in the context of two well-designed assignments: Inquiry into Student Thinking assignment and tutoring assignment. The two assignments were assigned after 6 and 10 weeks of instruction, respectively. The analysis revealed that PSTs attended to children’s strategies and interpreted children’s mathematical understanding but struggled with the component skill of responding to children’s mathematical understanding in the two assignments. Although the nature of tasks selected differed across the two assignments, generally PSTs focused on tasks that would develop children’s mathematical understanding. The findings have theoretical implications for a hypothesized trajectory of professional noticing of children’s mathematical understanding and the design of mathematics methods courses.