Purpose:In this study,we explored how pre-service teachers from two universities(one in Spain,the other in Germany)in different cultural contexts noticed students'thinking based on a cartoonbased vignette depictin...Purpose:In this study,we explored how pre-service teachers from two universities(one in Spain,the other in Germany)in different cultural contexts noticed students'thinking based on a cartoonbased vignette depicting a teaching-learning situation about fraction operations(Enzo's vignette).Design/Approach/Methods:A total of 37 pre-service primary school teachers(PTs)from a Spanish University and 56 pre-service teachers from a German University participated in the study.We analyzed how PTs interpreted the situation and the subsequent instruction decisionmaking they proposed.Findings:The results showed similarities and differences between the PTs of both universities in terms of which aspects of students'mathematical understanding they interpreted and their decisions.OriginalityNValue:The analysis provides insights into the extent to which cultural framing differences(within Europe in this case)can determine noticing similarities or differences.展开更多
基金supported,in part,by the project PID2023-149624NB-100 from Ministerio de Ciencia e Innovacion,Spainin part,by the project CIAICO/2021/279 funded by Generalitat Valenciana(Conselleria d'Educacio,Cultura i Sport,Spain)+1 种基金The vignette design and data gathering phase of this study was carried out in close relation with the work in the project coReflect@maths(2019-1-DE01-KA203-004947)co-funded by the Erasmus+Programme of the European Union。
文摘Purpose:In this study,we explored how pre-service teachers from two universities(one in Spain,the other in Germany)in different cultural contexts noticed students'thinking based on a cartoonbased vignette depicting a teaching-learning situation about fraction operations(Enzo's vignette).Design/Approach/Methods:A total of 37 pre-service primary school teachers(PTs)from a Spanish University and 56 pre-service teachers from a German University participated in the study.We analyzed how PTs interpreted the situation and the subsequent instruction decisionmaking they proposed.Findings:The results showed similarities and differences between the PTs of both universities in terms of which aspects of students'mathematical understanding they interpreted and their decisions.OriginalityNValue:The analysis provides insights into the extent to which cultural framing differences(within Europe in this case)can determine noticing similarities or differences.
