![]() PSTs’ attending- and -interpreting and their responding practices were focused on mathematically significant aspects of student thinking to a greater extent in the context of analyzing written artifacts compared to video records. ![]() Our data revealed that PSTs’ initial noticing skills of student generalizations and justifications differed while accounting for ways in which student thinking was externalized (written work or video-records). We also examined how PSTs respond to students as they analyze student thinking given written artifacts of student work or video-records of small group discussions, and we identified the foci of PSTs’ responding practice. We identified aspects of student thinking about generalizations and justifications, which PSTs addressed and interpreted. We examined and compared PSTs’ noticing skills as they analyzed how students reason about, generalize, and justify generalizations of figural patterns given student written work and video records. We draw attention to PSTs’ initial noticing skills (prior to instruction focused on supporting noticing) as PSTs engage in analyzing written artifacts of student work and video-records. ![]() This paper contributes to current discussions about supporting prospective teachers (PSTs) in developing skills of noticing students’ mathematical thinking.
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