Mathematical opportunities: noticing and acting

Abstract

The aim of this study was to investigate how three pre-service teachers (PSTs) listen to students, notice Mathematical Opportunities (MO) and scaffold ideas based on MOs. There were 12 videos of three PSTs’ interactions with a pair of 6th grade students respectively while studying fractions. We analysed videotapes and identified different number of MOs for each PST. The findings revealed that with the help of this research and teaching environment, all PSTs listen to the students to understand their mathematical thinking initially (meaning catching MOs) and try to follow-up on them in action in differing levels of sophistication. While most of the investigated MOs resulted in a mathematical solution, PSTs need to further develop appropriate scaffolding practices.