Open Access. Powered by Scholars. Published by Universities.®

Teacher Education and Professional Development Commons

Open Access. Powered by Scholars. Published by Universities.®

Secondary Education

Edith Cowan University

Pre-service teachers

Publication Year

Articles 1 - 2 of 2

Full-Text Articles in Teacher Education and Professional Development

Supporting Pre-Service Secondary Mathematics Teachers’ Professional Noticing Of Student Thinking, Gregory Hine, Kristin Lesseig Jan 2021

Supporting Pre-Service Secondary Mathematics Teachers’ Professional Noticing Of Student Thinking, Gregory Hine, Kristin Lesseig

Australian Journal of Teacher Education

A growing body of evidence suggests developing the attention of preservice, secondary mathematics (PSMTs) teachers towards professional noticing of student thinking should feature in teacher education programs. There were two aims for this qualitative study: first, to explore the extent to which an Interview Module (IM) supported the development of PSMTs’ ability to notice and make pedagogical decisions based on student thinking evidenced in video- and paper-based work samples. A secondary aim was to establish the viability of the IM in an Australian context. Overall, PSMTs regarded their involvement in the IM as beneficial to their development as teachers. Specifically, …


An Application Of The Solo Taxonomy To Classify Strategies Used By Pre-Service Teachers To Solve “One Question Problems”, Joanne C. Caniglia, Michelle Meadows Jan 2018

An Application Of The Solo Taxonomy To Classify Strategies Used By Pre-Service Teachers To Solve “One Question Problems”, Joanne C. Caniglia, Michelle Meadows

Australian Journal of Teacher Education

: The purpose of this article is to report on the strategies of secondary mathematics pre-service teachers (PSTs) as they solved conceptually rich problems. Using the Structure of Observed Learning Outcomes by Biggs and C (1982) (SOLO) Taxonomy, 15 PSTs’ solutions (in groups of 3 or 4) were analyzed by a panel of three mathematics educators. In addition, the authors studied questions posed by PSTs during their student teaching experiences through video analysis. Questions were then categorized using Crespo’s criteria of problem posing. Results showed a significant majority of the problems posed were procedural while PSTs own problem solutions showed …