| Title | Chapter 3: Mathematical noticing in pre-service teacher education |
|---|---|
| Subtitle | Affordances for metacognition |
| DOI | https://doi.org/10.4102/aosis.2024.BK484.03 |
| Landing page | https://books.aosis.co.za/index.php/ob/catalog/book/484 |
| License | https://creativecommons.org/licenses/by-nc-nd/4.0/ |
| Copyright | Bernadette Geduld, Byron J Bunt & Divan Jagals (eds.). Licensee: AOSIS (Pty) Ltd. The moral right of the editors and authors has been asserted. |
| Publisher | AOSIS |
| Long abstract | Meaningful mathematics learning concerns developing sensitivity to what one notices. In order for pre-service teachers to practise mathematical noticing (attending to, interpreting and responding to their future learners’ understandings), it is imperative they are exposed to learning opportunities where they can reflect on their own mathematical thinking. Noticing is defined as selecting, interpreting and acting on specific mathematical features when a variety of sources of information are presented. In this chapter, the focus is on mathematical noticing as reflection-on-action, where pre-service teachers re-consider, evaluate and analyse the learning experience and devise an action plan on how to improve the learning experience, or think how to act differently in future. This chapter aims to investigate the affordances of reflection on pre-service teachers’ metacognitive knowledge and regulation. The study followed a basic qualitative design; two cohorts of Mathematics Education students in their third year (N = 46) were presented with a problem-centred learning task on statistics. Based on the statistical investigative process, students had to formulate investigative statistical questions, consider the data, analyse the data and interpret the results. Students had to reflect on this experience, after which the reflections of 20 participants were analysed according to a rubric consisting of the categories of Gibbs’s reflective cycle, as well as aspects of metacognitive knowledge and metacognitive regulation. An analysis of the results indicates that the students’ reflection on their experience demonstrates a fair understanding of metacognitive knowledge and regulation. They can articulate what they learned, identify their strengths and weaknesses, and develop a plan to improve their learning. This is a valuable skill to have, as it can help students to become more self-directed in their learning and to develop as independent learners. |
| Print length | 23 pages |
| Language | English (Original) |
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Annalie Roux is a senior lecturer in the School for Mathematics, Science and Technology Education, North-West University, South Africa. She holds a PhD in Mathematics Education obtained from the North-West University, Potchefstroom. Her research interest is in the field of metacognition and mathematics teacher education. She was the subject group leader for the subject group Mathematics Education for eight years. She has published articles in peer-reviewed journals, has presented papers at several national and international conferences and has successfully supervised various master’s and PhD students.
Professor Kloppers completed her BSc, HOD, BEd Honours, master’s and PhD studies at North-West University. She has 20 years of teaching experience in the secondary education sector, which awarded her valuable skills and knowledge which she can now apply as senior lecturer in professional teacher education. She taught Mathematics, Computer Applications Technology and Computer Typing at the school level. She joined the North-West University in 2006. She is an associate professor and Deputy School Director in the School of Mathematics, Science and Technology Education in the Faculty of Education at the Vanderbijlpark Campus of the North-West University. In the school, she has been lecturing on Information Technology and Mathematics for BEd undergraduate students and on Curriculum Studies and Research Methodology for BEd Honours programme students. She is a member of the Research Unit for Self-Directed Learning. She has presented papers at various national and international conferences. She is a member of Institute for the Advancement of Cognitive Education (IACE) and a life-long member of the Institute for the Advancement of Vedic Mathematics (IAVM). She has published articles in national and international journals. She is known by her academic peers in other Higher Education Institutes as an expert in critical thinking, critical thinking dispositions, self-directed learning and mathematics. She is working on several research projects approved by the Research Unit for Self-Directed Learning and Research outside of Entities (ROE). She has supervised several postgraduate students.