The Potential Relationship Between Clinical Interview Skills and Mathematics Teacher Noticing: an Exploratory Study

Research output: Contribution to journalArticle

Abstract

This study is an investigation of the possible relationship between clinical interview skills and teacher noticing. In a multiple case study, video-recordings of pre-service teachers’ (PSTs’) mathematical clinical interviews and their written critiques of a mathematics lesson were examined using qualitative content analysis. Findings suggest that there are some relationships between the PSTs’ clinical interview skills and their noticing expertise. Conceptual interview skills such as paying attention to students’ mathematical thinking; evaluating the validity, generalizability, or efficiency of students’ mathematical ideas; and recognizing their conceptual difficulties constitute a common core to explain the possible relationship. The theoretical and empirical implications and the limitations of the study are discussed.

Original languageEnglish (US)
JournalInternational Journal of Science and Mathematics Education
DOIs
StateAccepted/In press - Jan 1 2020
Externally publishedYes

Keywords

  • Clinical interviews
  • Noticing
  • Pre-service teacher education
  • Students’ mathematical thinking

ASJC Scopus subject areas

  • Education
  • Mathematics(all)

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