web01.fireside.fm Mon, 25 May 2026 17:01:31 -0500 Fireside (https://fireside.fm) Mathematics Teacher Educator Podcast - Episodes Tagged with “Formative Assessment; Professional Noticing; Approximations Of Practice” https://mtepodcast.amte.net/tags/formative%20assessment;%20professional%20noticing;%20approximations%20of%20practice Fri, 04 Sep 2020 09:00:00 -0700 The Mathematics Teacher Educator Podcast accompanies the Mathematics Teacher Educator Journal and co-sponsored by the Association of Mathematics Teacher Educators and the National Council of Teachers of Mathematics en-us episodic Joel Amidon The Mathematics Teacher Educator Podcast accompanies the Mathematics Teacher Educator Journal and co-sponsored by the Association of Mathematics Teacher Educators and the National Council of Teachers of Mathematics no Mathematics Teacher Educator, Mathematics Education, Teacher Education, Mathematics, Education, Teaching, Teacher Education, Math Joel Amidon joel@amidonplanet.com Episode 19: Do You See What I See? Formative Assessment of Preservice Teachers’ Noticing of Students’ Mathematical Thinking https://mtepodcast.amte.net/19 b25583f3-7914-4af3-9780-cb313c03fa95 Fri, 04 Sep 2020 09:00:00 -0700 Joel Amidon full 5 Joel Amidon 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. 37:27 no <p>Developing expertise in professional noticing of students’ mathematical thinking takes time<br> and meaningful learning experiences. We used the LessonSketch platform to create a learning<br> experience for secondary preservice teachers (PSTs) involving an approximation of teaching<br> practice to formatively assess PSTs’ noticing skills of students’ mathematical thinking.<br> Our study showed that approximations of teaching practice embedded within platforms<br> like LessonSketch can enable mathematics teacher educators (MTEs) to carry out effective<br> formative assessment of PSTs’ professional noticing of students’ mathematical thinking<br> that is meaningful for both PSTs and MTEs. The experience itself as well as its design features<br> and framework used with the assessment can be applied in the work of MTEs who develop teachers’ professional noticing skills of students’ mathematical thinking.</p> <p>If you have enjoyed listening to this podcast and are interested in ohter episodes you can see all episodes listed on this website or search by categries at <a href="https://evathanheiser.wordpress.com/podcasts/" target="_blank" rel="nofollow noopener">https://evathanheiser.wordpress.com/podcasts/</a> Special Guests: Joel Amidon and Stephanie Casey.</p> Formative Assessment; Professional Noticing; Approximations of Practice 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.

If you have enjoyed listening to this podcast and are interested in ohter episodes you can see all episodes listed on this website or search by categries at https://evathanheiser.wordpress.com/podcasts/

Special Guests: Joel Amidon and Stephanie Casey.

]]> 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.

If you have enjoyed listening to this podcast and are interested in ohter episodes you can see all episodes listed on this website or search by categries at https://evathanheiser.wordpress.com/podcasts/

Special Guests: Joel Amidon and Stephanie Casey.

]]>