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Mathematics for teaching and pre-service mathematics teachers‘ ability to notice

Publikace na Pedagogická fakulta |
2013

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The study investigates the nature of pre-service teachers’ ability to notice phenomena in a classroom, as directly related to the content of mathematics, mathematics teaching and learning. An analysis of 122 pre-service teachers’ commentaries on short video clips with clearly framed episodes against relevant expert identified phenomena yielded results that confirm an overall low level of attention given to content-specific aspects of teaching.

It also identifies some most significantly omitted issues and suggests a connection with pre-service teachers’ mathematics knowledge for teaching.