PROCEEDINGS OF THE 20TH ANNUAL CONFERENCE ON RESEARCH IN UNDERGRADUATE MATHEMATICS EDUCATION
2017
San Diego, California
Learning to notice and use student thinking in undergraduate mathematics courses
Page: 195
This study evaluated the outcomes of an intervention focused on developing mathematics graduate teaching assistants’ (GTAs’) skills of noticing and effectively responding to instances of student mathematical thinking that have significant potential to further students’ learning. Four GTAs participated in a semester-long intervention that included individual analysis and group discussion of video of undergraduate mathematics lessons. The MOST Analytic Framework (Stockero, Peterson, Leatham, & Van Zoest, 2014) was introduced to aid in these activities. The GTAs also completed a pre- and post-interview to document their real time noticing and an assessment of common content knowledge. Results indicate that the intervention was successful in improving the GTAs’ noticing skills in a variety of ways and in their ability to propose student-centered responses.