What do pre-service teachers notice in students’ mathematical reasoning: A study on professional noticing in initial teacher education in Angola
DOI:
https://doi.org/10.48489/quadrante.46791Keywords:
professional noticing, mathematical reasoning, coherence in noticing, initial teacher education in AngolaAbstract
This study focuses on prospective mathematics teachers’ professional noticing of students’ mathematical reasoning in an initial teacher education context in Angola. Adopting a qualitative approach and based on a teacher education experience, the study examines how two groups of prospective teachers identified and interpreted students’ mathematical reasoning and decided how to respond to foster it through the analysis of two classroom episodes. Data were collected from the groups’ written productions and analysed according to the components of identifying, interpreting, and deciding how to respond, as well as the levels of coherence among them. The results show that one group demonstrated more robust professional noticing, displaying stronger connections among the components and achieving higher levels of coherence, although with moderate consistency. The participants’ professional noticing remains uneven, reflecting differences in the mathematical knowledge mobilised and highlighting the need for more intentional teacher education practices that promote the integration of identifying, interpreting, and deciding how to respond. The study contributes to teacher education and research in this field by proposing an analytical framework focused on the coherence among the components of professional noticing and their completeness.
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