Using a fraction learning trajectory as a tool to develop pre-service primary teachers' noticing of students' fractional reasoning

Pere Ivars , Ceneida Fernández (1) , Salvador Llinares (1)

1 Universidad de Alicante

Since noticing has been identified as a critical skill that teachers must develop, research on how pre-service teachers develop this skill in teacher education programs has emerged. In this study, we focus on how pre-service teachers notice students' fractional reasoning through a task designed taking into account a students' Learning Trajectory of fractional reasoning. Our results show that pre-service teachers' learning of the Learning Trajectory helped them to notice students' fractional reasoning in a structured way: identifying important mathematical elements of the problems and, establishing relationships between the mathematical elements and students' fractional reasoning levels of the Learning Trajectory to help students progress in their fractional reasoning.

Mots clés: Noticing; fractional reasoning; learning trajectories

Domaines: Mathématiques [math]; Sciences de l'Homme et Société

Pere Ivars, Ceneida Fernández, Salvador Llinares. Using a fraction learning trajectory as a tool to develop pre-service primary teachers' noticing of students' fractional reasoning. CERME 10, Feb 2017, Dublin, Ireland. ⟨hal-01949038⟩