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<p>This study explores the relationship between preservice teachers’ dispositions and their noticing of learning objectives and pedagogical opportunities supported by technology integration, building on the PID model. A k-means cluster analysis of 87 preservice teachers identified three disposition groups: <i>all-objective</i>, <i>future-oriented objective</i>, and <i>traditional objective groups</i>. The study examined noticing across three classroom scenarios, each representing a different level of preservice teachers’ familiarity with the mathematical teaching topic and technology-integrated instructional approaches in the Taiwanese teaching context. Results showed that the <i>future-oriented objective group</i> had a higher noticing percentage for 21st-century skills and attitudes, while the <i>traditional objective group</i> had a lower noticing percentage in these perspectives. The <i>traditional objective group</i> was more likely to notice task-level opportunities when the vignette content aligned with typical classroom instruction but less so when the content was less conventional. In contrast, the <i>future-oriented objective group</i> was more likely than the others to notice a range of pedagogical opportunities, particularly at the subject and classroom levels.</p>

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The relationships of preservice teachers’ dispositions and noticing of technology-integrated mathematics teaching activities

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2025年8月19日

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  • Feng-Jui Hsieh,
  • Ting-Ying Wang,
  • Chia-Jui Hsieh,
  • Chi-Tai Chu

摘要

This study explores the relationship between preservice teachers’ dispositions and their noticing of learning objectives and pedagogical opportunities supported by technology integration, building on the PID model. A k-means cluster analysis of 87 preservice teachers identified three disposition groups: all-objective, future-oriented objective, and traditional objective groups. The study examined noticing across three classroom scenarios, each representing a different level of preservice teachers’ familiarity with the mathematical teaching topic and technology-integrated instructional approaches in the Taiwanese teaching context. Results showed that the future-oriented objective group had a higher noticing percentage for 21st-century skills and attitudes, while the traditional objective group had a lower noticing percentage in these perspectives. The traditional objective group was more likely to notice task-level opportunities when the vignette content aligned with typical classroom instruction but less so when the content was less conventional. In contrast, the future-oriented objective group was more likely than the others to notice a range of pedagogical opportunities, particularly at the subject and classroom levels.