Primary pre-service teachers noticing of structural thinking in mathematics

Research output: Chapter in Book/Report/Conference proceedingConference proceeding contribution

Abstract

Stephens (2008) described structural thinking as an awareness of the way different occurrences of a mathematical property develop into correct generalisations. Many primary pre-service teachers (PSTs) graduate from their tertiary studies without the ability to notice structural thinking. In this study, two primary PSTs learned to notice structural thinking in three cycles of professional learning workshops; teaching mathematics; and, interviews. Here, we report on how the PSTs attended to structural thinking in their classroom communication and their awareness of doing so in the workshops and interviews. Results indicate the PSTs improved their noticing of structural thinking
Original languageEnglish
Title of host publicationMathematics education research: impacting practice
Subtitle of host publicationProceedings of the 42nd Annual Conference of the Mathematics Education Research Group of Australasia
EditorsGregory Hine, Susan Blackley, Audrey Cooke
Place of PublicationAdelaide, SA
PublisherMathematics Education Research Group of Australasia
Pages324–332
Number of pages8
Publication statusPublished - 2019
EventAnnual Conference of the Mathematics Education Research Group of Australasia (42nd : 2019) - Curtin Unversity, Perth, Australia
Duration: 30 Jun 20194 Jul 2019

Conference

ConferenceAnnual Conference of the Mathematics Education Research Group of Australasia (42nd : 2019)
CountryAustralia
CityPerth
Period30/06/194/07/19

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Gronow, M., Cavanagh, M., & Mulligan, J. (2019). Primary pre-service teachers noticing of structural thinking in mathematics. In G. Hine, S. Blackley, & A. Cooke (Eds.), Mathematics education research: impacting practice: Proceedings of the 42nd Annual Conference of the Mathematics Education Research Group of Australasia (pp. 324–332). Adelaide, SA: Mathematics Education Research Group of Australasia.