Preservice teachers’ professional noticing about of students’ algebraic thinking in the exploration of a multimedia case

Abstract

In this study, we intend to understand how pre-service teachers (PSTs) develop their noticing skills regarding students’ algebraic thinking, based on how they select and sequence students’ resolutions to be discussed collectively. In a Brazilian teacher education context, based on a multimedia case of an inquiry-based lesson, a qualitative investigation was carried out. Data collection was focused on the moments of collective discussion of the teacher education sessions, which were recorded in audio. The results show that the PSTs were able to identify and interpret different mathematical ideas underlying the processes of symbolization and generalization, starting moving from general comments about students' strategies, to developing descriptions from their mathematical elements and to elaborating arguments for justifying significant differences between the resolutions and their potential for collective discussions that promote algebraic thinking. From this study we emphasize: (i) the relevance of promoting PSTs’ professional noticing, contributing to their professional learning in different dimensions and allowing them to position themselves as teachers in a Mathematics class; and (ii) the potential of the exploration of multimedia cases based on the perspective of inquiry-based teaching for the development of this perception.