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dc.contributor.authorXenofontos, Constantinos
dc.contributor.authorHizli Alkan, Sinem
dc.date.accessioned2022-02-25T15:15:14Z
dc.date.available2022-02-25T15:15:14Z
dc.date.created2022-01-15T11:59:59Z
dc.date.issued2022-01-14
dc.identifier.issn2227-7102
dc.identifier.urihttps://hdl.handle.net/11250/2981545
dc.description.abstractResearch 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.en_US
dc.language.isoengen_US
dc.publisherMDPIen_US
dc.relation.ispartofseriesEducation Sciences;Volume 12, Issue 1
dc.rightsNavngivelse 4.0 Internasjonal*
dc.rights.urihttp://creativecommons.org/licenses/by/4.0/deed.no*
dc.subjectTeachers’ professional noticingen_US
dc.subjectProspective teachersen_US
dc.subjectNon-formal learning environmentsen_US
dc.subjectMathematics Fairen_US
dc.titleProspective Primary Teachers’ Professional Noticing in Non-formal Learning Environments: The Case of a Mathematics Fairen_US
dc.typePeer revieweden_US
dc.typeJournal articleen_US
dc.description.versionpublishedVersionen_US
dc.rights.holder© 2022 by the authorsen_US
dc.source.articlenumber55en_US
cristin.ispublishedtrue
cristin.fulltextoriginal
cristin.qualitycode1
dc.identifier.doihttps://doi.org/10.3390/educsci12010055
dc.identifier.cristin1981722
dc.source.journalEducation Sciencesen_US
dc.source.volume12en_US
dc.source.issue1en_US
dc.source.pagenumber1-19en_US


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