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<p>This study investigated the influence of mathematical knowledge for teaching (MKT) and perceptual attention on preservice teachers’ (PSTs) attending to students’ mathematical thinking when the prompts scaffolding their noticing differed. Using a grounded cognitive framework, we analyzed 44 PSTs’ noticing following two separate prompts. Results from ordinal regression models indicated that both MKT and time spent observing students significantly predicted higher quality noticing. Merging of results and findings further indicated that PSTs who demonstrated an increase in attentiveness from one prompt to the next often referred more frequently to students’ reasonings. Results highlight the importance of how prompts and goals for viewing a recorded scenario affect PSTs’ attending to children's mathematical reasoning in fractions. Implications and limitations of the findings are discussed in the paper.</p>

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Effects of Preservice Teachers’ Perception and Professional Knowledge on their Attending to Students’ Mathematics following Different Prompts for Noticing

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2026年7月11日

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  • Karl W. Kosko,
  • Christine K. Austin,
  • Maryam Zolfaghari,
  • Rajan Maharjan,
  • Qiang Guan

摘要

This study investigated the influence of mathematical knowledge for teaching (MKT) and perceptual attention on preservice teachers’ (PSTs) attending to students’ mathematical thinking when the prompts scaffolding their noticing differed. Using a grounded cognitive framework, we analyzed 44 PSTs’ noticing following two separate prompts. Results from ordinal regression models indicated that both MKT and time spent observing students significantly predicted higher quality noticing. Merging of results and findings further indicated that PSTs who demonstrated an increase in attentiveness from one prompt to the next often referred more frequently to students’ reasonings. Results highlight the importance of how prompts and goals for viewing a recorded scenario affect PSTs’ attending to children's mathematical reasoning in fractions. Implications and limitations of the findings are discussed in the paper.