Learning to notice students’ mathematical thinking through on-line discussions

The goal of this research is to characterize prospective mathematics teachers’ development of professional noticing of students’ mathematical thinking in on-line contexts. Specifically, we are interested in how the participation in on-line discussions, when prospective teachers solve specific tasks, supports the development of professional noticing of students’ mathematical thinking. Findings show that an aspect in which the on-line discussions, as an example of asynchronous collaborative communication interfaces, support this development is related to the role of writing; participating in an on-line discussion plays a significant role since the final written text is functional as regards the activity of interpreting students’ mathematical thinking collaboratively.

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