Prospective Mathematics Teachers’ Noticing Skills of Fractions in the Context of Online Laboratory School

Abstract

The purpose of this study was to examine changes and growth in prospective mathematics teachers’ (PMTs) noticing skills of fractions in terms of attending, interpretation, and decision-making. Twenty PMTs at a foundation university participated in an 8-week online laboratory school (OLS). In the context of the OLS, we provided PMTs with opportunities for online fieldwork. This included collaborative lesson planning on fractions with peers under mentor supervision, teaching experiences with Grade 4–5 students, and receiving feedback on their instruction. Before and after the OLS, we asked PMTs to view a recorded video lesson on fractions and write reflections based on what they noticed. Analysis of their reflections showed that 15 PMTs improved their overall noticing skills. Moreover, the PMTs showed significant improvements in both interpretation and decision-making, but not in attending, which was already high. We discuss implications of those results to advance PMTs’ noticing of fractions in the OLS.