Development of Prospective Teachers’ Noticing Skills Within Initial Teacher Education

Abstract Although the effects of professional development programs on teachers’ noticing skills have attracted considerable interest among mathematics education researchers, little is known about developmental process prospective within initial teacher education. This paper examines extent to which are developed through courses taken program using exemplarily topic division fractions. The study grounded framework Professional Noticing Children’s Mathematical Thinking specifies three facets noticing, that attending, interpreting, and deciding how respond. Twenty-two teachers (PSTs), who were enrolled in Middle School Mathematics Teacher Education Program at a Turkish university, participated this study. results revealed most PSTs gained expertise all kinds during their highest progression could be identified interpretation lowest attending skills. These important for programs, highlighting general, non-specialized potential provide an efficient develop PST’s points out further research needed order additional details redesigned implemented ensure opportunities leading robust or least substantial evidence