Prospective K-8 Teachers’ Noticing of Student Justifications and Generalizations in the Context of Analyzing Written Artifacts and Video-Records
Background
This paper contributes to current discussions about supporting prospective teachers (PSTs) in developing skills of noticing students’ mathematical thinking. The results document that without providing any intentional support for PSTs’ noticing skills, PSTs are more deliberate to focus on mathematically significant aspects of student thinking while analyzing written artifacts of student work compared to video-records.