MULTI-CRITERION NOTICING: PRE-SERVICE TEACHERS’ DIFFICULTIES IN ANALYSING CLASSROOM VIGNETTES

Kód výsledku v IS VaVaI

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Výsledek na webu

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DOI - Digital Object Identifier

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Jazyk výsledku

angličtina

Název v původním jazyce

MULTI-CRITERION NOTICING: PRE-SERVICE TEACHERS’ DIFFICULTIES IN ANALYSING CLASSROOM VIGNETTES

Popis výsledku v původním jazyce

When confronted with the complexity of classroom situations, mathematics teachers are often required to notice aspects of a situation with respect to multiple criteria. Such multi-criterion noticing requirements can be assumed to come with high cognitive load for the teacher and teachers need multi-criterion awareness as well as corresponding professional knowledge in the relevant domains. Despite its importance for mathematics teacher expertise, studies approaching multi-criterion noticing in a systematic way are still scarce. Consequently, this study examines pre-service teachers’ analyses of a classroom vignette designed to require noticing related to several criteria relevant for the students ’ learning. The findings provide insight into pre-service teachers ’ difficulties and point to the complexity of multi-criterion noticing.

Název v anglickém jazyce

MULTI-CRITERION NOTICING: PRE-SERVICE TEACHERS’ DIFFICULTIES IN ANALYSING CLASSROOM VIGNETTES

Popis výsledku anglicky

When confronted with the complexity of classroom situations, mathematics teachers are often required to notice aspects of a situation with respect to multiple criteria. Such multi-criterion noticing requirements can be assumed to come with high cognitive load for the teacher and teachers need multi-criterion awareness as well as corresponding professional knowledge in the relevant domains. Despite its importance for mathematics teacher expertise, studies approaching multi-criterion noticing in a systematic way are still scarce. Consequently, this study examines pre-service teachers’ analyses of a classroom vignette designed to require noticing related to several criteria relevant for the students ’ learning. The findings provide insight into pre-service teachers ’ difficulties and point to the complexity of multi-criterion noticing.

Druh

D - Stať ve sborníku

CEP obor

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OECD FORD obor

50301 - Education, general; including training, pedagogy, didactics [and education systems]

Projekt

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Návaznosti

I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace

Rok uplatnění

2021

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Název statě ve sborníku

Proceedings of the 44th Conference of the International Group for the Psychology of Mathematics Education

ISBN

978-616-93830-2-4

ISSN

0771-100X

e-ISSN

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Počet stran výsledku

8

Strana od-do

142-149

Název nakladatele

Psychology of Mathematics Education (PME)

Místo vydání

Khon Kaen

Místo konání akce

Virtual, Online

Datum konání akce

19. 7. 2021

Typ akce podle státní příslušnosti

WRD - Celosvětová akce

Kód UT WoS článku

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