TY  - JOUR
TI  - How Do Pre-service Elementary Teachers Notice Students’ Algebraic Way of Thinking in Written Works
AB  - The purpose of this embedded-single case study was to examine preservice elementary teachers’ noticing expertise of students’ algebraic thinking in written works considering three skills: attention to students’ solutions, interpretation of students’ solutions, and deciding how to respond to students’ solutions. The participants in this study involved 32 pre-service teachers who were enrolled at an Elementary Teacher Education Program in a public university in Turkey. The data were utilized by pre-service elementary teachers’ responses to four students’ solutions to a figural pattern task and were analyzed using the framework developed by Jacobs et al. (2010). The analysis indicated although the pre-service teachers could not provide robust evidence of attention and interpretation, they could be able to provide robust evidence of deciding how to respond. Specifically, the percentage of pre-service teachers demonstrating robust evidence was greatest in the skill of deciding how to respond, then interpreting, with attending having the lowest percentage of pre-service teachers demonstrating robust evidence.
AU  - Dogan Coskun, Sumeyra
DO  - 10.14689/enad.27.6
PY  - 2021
JO  - Eğitimde Nitel Araştırmalar Dergisi
VL  - 2021
IS  - 27
SN  - 2148-2624
SP  - 103
EP  - 124
DB  - TRDizin
UR  - http://search/yayin/detay/473076
ER  -