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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]
Copyright of Conference Papers -- Psychology of Mathematics & Education of North America is the property of Psychology of Mathematics & Education of North America and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: WHAT ROLE DOES PROFESSIONAL NOTICING PLAY? EXPLORING CONNECTIONS TO AFFECT AND PEDAGOGICAL CONTENT KNOWLEDGE.
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  Data: <searchLink fieldCode="AR" term="%22Jong%2C+Cindy%22">Jong, Cindy</searchLink><relatesTo>1</relatesTo><i> cindy.jong@uky.edu</i><br /><searchLink fieldCode="AR" term="%22Dueber%2C+David%22">Dueber, David</searchLink><relatesTo>1</relatesTo><i> david.dueber@uky.edu</i><br /><searchLink fieldCode="AR" term="%22Schack%2C+Edna+O%2E%22">Schack, Edna O.</searchLink><relatesTo>2</relatesTo><i> e.schack@moreheadstate.edu</i><br /><searchLink fieldCode="AR" term="%22Fisher%2C+Molly+H%2E%22">Fisher, Molly H.</searchLink><relatesTo>1</relatesTo><i> molly.fisher@uky.edu</i><br /><searchLink fieldCode="AR" term="%22Thomas%2C+Jonathan%22">Thomas, Jonathan</searchLink><relatesTo>1</relatesTo><i> jonathan.thomas1@uky.edu</i>
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  Data: <searchLink fieldCode="JN" term="%22Conference+Papers+--+Psychology+of+Mathematics+%26+Education+of+North+America%22">Conference Papers -- Psychology of Mathematics & Education of North America</searchLink>. 11/14/2019, p1076-1086. 11p.
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  Data: *<searchLink fieldCode="DE" term="%22Pedagogical+content+knowledge%22">Pedagogical content knowledge</searchLink><br />*<searchLink fieldCode="DE" term="%22Education+of+mathematics+teachers%22">Education of mathematics teachers</searchLink><br />*<searchLink fieldCode="DE" term="%22Educational+technology%22">Educational technology</searchLink><br />*<searchLink fieldCode="DE" term="%22Course+content+%28Education%29%22">Course content (Education)</searchLink><br /><searchLink fieldCode="DE" term="%22Mathematics+methodology%22">Mathematics methodology</searchLink>
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  Data: 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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  Data: <i>Copyright of Conference Papers -- Psychology of Mathematics & Education of North America is the property of Psychology of Mathematics & Education of North America and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=139872988
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      – SubjectFull: Pedagogical content knowledge
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      – SubjectFull: Education of mathematics teachers
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              Text: 11/14/2019
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