WHAT ROLE DOES PROFESSIONAL NOTICING PLAY? EXPLORING CONNECTIONS TO AFFECT AND PEDAGOGICAL CONTENT KNOWLEDGE.

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Title:	WHAT ROLE DOES PROFESSIONAL NOTICING PLAY? EXPLORING CONNECTIONS TO AFFECT AND PEDAGOGICAL CONTENT KNOWLEDGE.
Authors:	Jong, Cindy¹ cindy.jong@uky.edu, Dueber, David¹ david.dueber@uky.edu, Schack, Edna O.² e.schack@moreheadstate.edu, Fisher, Molly H.¹ molly.fisher@uky.edu, Thomas, Jonathan¹ jonathan.thomas1@uky.edu
Source:	Conference Papers -- Psychology of Mathematics & Education of North America. 11/14/2019, p1076-1086. 11p.
Subject Terms:	Pedagogical content knowledge, Education of mathematics teachers, Educational technology, Course content (Education), Mathematics methodology
Abstract:	This research report describes a study that explored the intersections of professional noticing of children’s mathematical thinking (PN), pedagogical content knowledge (PCK), and affective domains with preservice elementary teachers (PSETs). An instructional module on professional noticing, as defined by Jacobs, Lamb, and Philipp (2010), included three components: attending, interpreting, and deciding, was implemented with 170 PSETs. A comparison group of 121 PSETs were enrolled in mathematics methods courses but the PN module was not implemented. PSETs who participated in the module showed significant positive growth in attending, interpreting, and attitudes toward mathematics. While there was no significant change in dispositions toward teaching mathematics, a decrease was observed in PSET deciding and pedagogical content knowledge. However, findings showed promising connections among the constructs. [ABSTRACT FROM AUTHOR]
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Database:	Education Research Complete

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Abstract:	This research report describes a study that explored the intersections of professional noticing of children’s mathematical thinking (PN), pedagogical content knowledge (PCK), and affective domains with preservice elementary teachers (PSETs). An instructional module on professional noticing, as defined by Jacobs, Lamb, and Philipp (2010), included three components: attending, interpreting, and deciding, was implemented with 170 PSETs. A comparison group of 121 PSETs were enrolled in mathematics methods courses but the PN module was not implemented. PSETs who participated in the module showed significant positive growth in attending, interpreting, and attitudes toward mathematics. While there was no significant change in dispositions toward teaching mathematics, a decrease was observed in PSET deciding and pedagogical content knowledge. However, findings showed promising connections among the constructs. [ABSTRACT FROM AUTHOR]