THE DEVELOPMENT OF A FRAMEWORK TO CHARACTERIZE THE PROFESSIONAL NOTICING OF CHILDREN'S MATHEMATICAL THINKING

Professional noticing of children's mathematical thinking involves the identification of noteworthy events, the interpretation of them and deciding how to respond on the basis of these observations. The goal of this study is to characterize pre-service primary teachers' professional noticing of children's mathematical thinking in a particular context: the proportional reasoning. We have considered how pre-service primary teachers identified and interpreted relevant aspects of pupil's proportional reasoning when they are analyzing pupils' answers to proportional and non-proportional problems. This analysis has allowed us to identify and characterize four levels of the development of pre-service primary teachers' professional noticing of children's mathematical thinking.