Mathematics Teacher Noticing: A Case of Students' Cognition of a Course Content

It is essential for Course Lecturers and Tutors to be aware of their students' cognition. noteworthy in the context teaching learning. Teacher recognition critical improving classroom learning has been core mandate every educational institution worldwide. And it become that various approaches shifts learned incorporated into system. This study used a purely qualitative approach Single Case Design. also determined cognition level topics facilitated by Lecturer or Tutor groups students. was carried out ascertain some university students enrolled semester course. The Noticing framework this. A diagnostic test assess cognitive covered fifteen (15) undergraduate participants' courses. "ACS Model" conceptual contextualized framed notice understanding three levels: "A" accuracy, "C" creativity, "S" stumbling. Within time frame, eight related were covered. About 85% taught with help lecturer, 15% groups. course lecturer reiterated few findings indicated (N=8) performed better than non-university (N=8), percentage increase 75.54% compared 24.46% group projects. When comparing instructor acting as facilitator, 2 4 have higher means lower standard deviations (mean = 2.8000, SD =.56061, mean 2.0667, =.88372, respectively). advised mathematics instructors use tests quizzes monitor subjects In order support teacher professional development student assessment, discussions.