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...

People often fail to notice unexpected objects and events when they are focusing attention on something else. Most studies of this "inattentional blindness" use unexpected objects that are irrelevant to the primary task and to the participant (e.g., gorillas in basketball games or colored shapes in computerized tracking tasks). Although a few studies have examined noticing rates for personally ...

This study examined the role of output-first presentation of vocabulary tasks in noticing lexical items and enhancing vocabulary knowledge of EFL learners. The participants were 103 elementary level female Iranian EFL learners who were randomly divided into three groups: input-only, inputoutput, and output-input groups. After all participants took a placement test and a vocabulary pretest, the ...

(1) Background: This research shows how the identification of conceptual advances (CA) that determine transition between stages a progression model in learning trajectory will help prospective primary teachers (PPT) to develop teaching competence “professional noticing students’ mathematical thinking”. Conceptual are key moments construction structures and involve change way students understand...

This study was an attempt to explore the role that the increased perceptual saliency of L2 input features or output flaws and hereby promoting L2 learners’ noticing (through planned instructional activities) can play in the learners’ use of correct English intonation patterns. The participants were 80 Iranian EFL students attending four intact classes, two low-intermediate and two upper-interme...

We investigated preservice (n = 21), beginning 17) and experienced 19) teachers' noticing of salient classroom management situations during teaching. Teachers wore a front-view camera while A two-method approach was used to identify verbalizations accompanying cognitions: hand-signals teaching stimulated-recall interview. Mixed-method analysis showed that teacher groups noticed similar amounts ...