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Prospective Primary Teachers’ Professional Noticing in Non-Formal Learning Environments: The Case of a Mathematics Fair

1
Department of Primary and Secondary Teacher Education, Oslo Metropolitan University, 0167 Oslo, Norway
2
Faculty of Social Sciences, University of Stirling, Stirling FK9 4LA, UK
*
Author to whom correspondence should be addressed.
Academic Editor: Lieven Verschaffel
Educ. Sci. 2022, 12(1), 55; https://doi.org/10.3390/educsci12010055
Received: 19 December 2021 / Revised: 11 January 2022 / Accepted: 12 January 2022 / Published: 14 January 2022
Research 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. View Full-Text
Keywords: teachers’ professional noticing; prospective teachers; non-formal learning environment; Mathematics Fair teachers’ professional noticing; prospective teachers; non-formal learning environment; Mathematics Fair
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MDPI and ACS Style

Xenofontos, C.; Hizli Alkan, S. Prospective Primary Teachers’ Professional Noticing in Non-Formal Learning Environments: The Case of a Mathematics Fair. Educ. Sci. 2022, 12, 55. https://doi.org/10.3390/educsci12010055

AMA Style

Xenofontos C, Hizli Alkan S. Prospective Primary Teachers’ Professional Noticing in Non-Formal Learning Environments: The Case of a Mathematics Fair. Education Sciences. 2022; 12(1):55. https://doi.org/10.3390/educsci12010055

Chicago/Turabian Style

Xenofontos, Constantinos, and Sinem Hizli Alkan. 2022. "Prospective Primary Teachers’ Professional Noticing in Non-Formal Learning Environments: The Case of a Mathematics Fair" Education Sciences 12, no. 1: 55. https://doi.org/10.3390/educsci12010055

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