Examining the Relationship Between Preservice Elementary Teachers’ Attitudes Toward Mathematics and Professional Noticing Capacities

2014 ◽  
pp. 219-237 ◽  
Author(s):  
Molly H. Fisher ◽  
Edna O. Schack ◽  
Jonathan Thomas ◽  
Cindy Jong ◽  
Sara Eisenhardt ◽  
...  
Keyword(s):  
Elementary Teachers ◽  
Attitudes Toward Mathematics ◽  
Preservice Elementary Teachers ◽  
Professional Noticing ◽  
Teachers Attitudes ◽  
The Relationship

Noticing Pre-Service Teachers' Attitudes Toward Mathematics in Traditional and Online Classrooms

2017 ◽  
pp. 123-133
Author(s):  
Molly H. Fisher ◽  
Cindy Jong ◽  
Jonathan Thomas ◽  
Edna O. Schack
Keyword(s):  
Elementary Teachers ◽  
Attitudes Toward Mathematics ◽  
Statistical Analyses ◽  
Preservice Elementary Teachers ◽  
Face To Face ◽  
Online Module ◽  
Self Confidence ◽  
Online Classrooms ◽  
Two Factors ◽  
Teachers Attitudes

This chapter describes the implementation of a traditional (face-to-face) and an online module aimed at developing preservice elementary teachers' (PSETs') professional noticing skills and the extent to which participation in these modules affected their attitudes toward mathematics. Using the Attitudes Toward Mathematics Inventory (ATMI; Tapia & Marsh, 2004), statistical analyses revealed significant increases in each of the instrument's four factors (value, enjoyment, motivation, and self-confidence) for those enrolled in a traditional experience, while the online participants experienced significant change in only two factors (enjoyment and self-confidence). Overall, both groups experienced significant improvements in attitudes toward mathematics with no significant differences in the changes between the two groups.

scholarly journals An analysis of preservice elementary teachers’ professional noticing skills in a mathematics education setting

2020 ◽  
Vol 5 (2) ◽  
Author(s):  
Liza Bondurant ◽  
Lisa Poling ◽  
Diana Moss
Keyword(s):  
Mathematics Education ◽  
Elementary Teachers ◽  
Mathematics Teachers ◽  
Elementary Mathematics ◽  
Preservice Elementary Teachers ◽  
Cognitive Interviews ◽  
Professional Noticing ◽  
Frequency Table

Prospective elementary mathematics teachers (PTs) were asked to analyze 28 videos of cognitive interviews. The purpose of this study was to determine if experiences analyzing videos would lead to improvements in PTs’ professional noticing skills. Using a coding schema that reflected three levels of understanding (periphery, transitional, and accomplished), a frequency table was constructed that allowed PTs’ use and understanding of a noticing framework to be analyzed. Findings indicate that experiences analyzing videos leads to improvements in PTs’ professional noticing skills.

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