Critical incidents as a structure promoting prospective secondary mathematics teachers' noticing

International audienceThis study builds on the idea of using "critical incidents" as a tool for inquiry and reflection in the context of mathematics teacher education. The analysis was based on 22 prospective teachers' portfolios reporting and interpreting selected critical incidents on the basis of their observations of mathematics teaching conducted by other teachers and by themselves in the context of their field experiences. The critical incidents addressed a multiplicity of issues related to mathematics teaching and learning. Prospective teachers' noticing developed in terms of what and how they notice indicating a more relational way of conceptualizing mathematics teaching and learning