Fostering noticing in prospective teachers through a video-based course: Results of an intervention study from China

Teacher noticing of student mathematics thinking, an essential professional competency, has not been sufficiently investigated in China. In this paper, based on four video clips, we combined the frameworks Stockero et al. and Jacobs to analyze characteristics changes 19 prospective teachers’ (PTs) under intervention course “Mathematics Teaching Theory Middle School.” The results showed that (1) agent shifted from teachers mathematical content students; (2) percentage with remained high, general math increased significantly after intervention; (3) percentages analyzing learning interaction noticeably increased. Moreover, select PT interviews (four total) facilitator reflections, concluded potential strategies for improving interventions enhance noticing: enriching resources, refining task requirements, specifying teaching evaluations, optimizing implementation.