Developing expertise in professional noticing of students’ mathematical thinking takes time
and meaningful learning experiences. We used the LessonSketch platform to create a learning
experience for secondary preservice teachers (PSTs) involving an approximation of teaching
practice to formatively assess PSTs’ noticing skills of students’ mathematical thinking.
Our study showed that approximations of teaching practice embedded within platforms
like LessonSketch can enable mathematics teacher educators (MTEs) to carry out effective
formative assessment of PSTs’ professional noticing of students’ mathematical thinking
that is meaningful for both PSTs and MTEs. The experience itself as well as its design features
and framework used with the assessment can be applied in the work of MTEs who develop teachers’ professional noticing skills of students’ mathematical thinking.
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