Article

Prospective Primary Teachers' Professional Noticing in Non-Formal Learning Environments: The Case of a Mathematics Fair

Details

Citation

Xenofontos C & Hizli Alkan S (2022) Prospective Primary Teachers' Professional Noticing in Non-Formal Learning Environments: The Case of a Mathematics Fair. Education Sciences, 12 (1), Art. No.: 55. https://doi.org/10.3390/educsci12010055

Abstract
Research around mathematics teachers’ professional noticing has been largely contextualised by the formal setting of the classroom. In addressing the lack of relevant studies in non-formal learning environments, this paper draws on student teachers’ observations within a Mathematics Fair, which was part of a mathematics methods module of a primary education undergraduate programme. Working in pairs, 64 student teachers designed interactive mathematical games which upper primary school pupils had the opportunity to play in an event having taken place at our university. In this study, we analyse student teachers’ individual reflective essays written after the Fair, where they discussed important, in their view, incidents and observations. Employing a thematic analysis approach, we identified four themes discussed by students: the task; learning; teaching; non-formal environment. We conclude with the implications for teacher education and suggestions for future research.

Keywords
teachers’ professional noticing; prospective teachers; non-formal learning environment; Mathematics Fair

Journal
Education Sciences: Volume 12, Issue 1

StatusPublished
Publication date31/01/2022
Publication date online31/01/2022
Date accepted by journal12/01/2022
URLhttp://hdl.handle.net/1893/33932
PublisherMDPI AG
eISSN2227-7102

People (2)

People

Dr Sinem Hizli Alkan
Dr Sinem Hizli Alkan

Lecturer (Primary Education), Education

Dr Constantinos Xenofontos
Dr Constantinos Xenofontos

Lecturer, Education