Preservice teachers’ noticing of mathematical opportunities

International audienceThe aim of this study was to investigate the effects of a faculty-school collaboration program on preservice mathematics teachers’ professional knowledge and skills. Seven preservice teachers worked with a group of students from the collaboration school such that they attempted to understand and support students’ mathematics through the implementation of mathematical tasks. Video tapes and written documents were used to detect any changes in preservice teachers’ noticing of mathematical opportunities emerged from students’ mathematics. A coding scheme was developed to understand the pattern in their noticing skills. The results revealed that preservice teachers were able to attend to mathematical opportunities during the implementations as well as in oral and written reflections took place after implementations. Furthermore, they began to enrich their interpretations of students’ mathematics by giving examples from students’ work and their interactions with students