Prospective Mathematics Teachers’ Profiles When Noticing Proportional Reasoning

Authors

Abstract

The study characterizes profiles of professional noticing proportional reasoning of fourteen prospective secondary mathematics teachers as they attend to and interpret characteristics of proportional reasoning to decide how to proceed with teaching. We characterize three prospective secondary teachers’ profiles regarding the development of the three skills (attend to, interpret and decide). The notable profile was characterized by high performance in the three skills; the mixed profile was characterized by uneven performance across the skills; and the emerging profile when prospective teachers had difficulties in the three skills. These profiles reveal two features of the learning of professional noticing: (i) the difficulty in simultaneously considering multiple mathematically relevant elements, and (ii) the non-linearity between the skills.

Keywords

Professional noticing, Proportional reasoning, Prospective teachers, Development of teaching competences, Mathematics teacher education

References

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DOI

https://doi.org/10.5565/rev/ensciencias.6472

Published

2025-11-03

How to Cite

Espinoza-González, J., Buforn, Àngela, & Llinares, S. (2025). Prospective Mathematics Teachers’ Profiles When Noticing Proportional Reasoning. Enseñanza De Las Ciencias. Revista De investigación Y Experiencias didácticas, 43(3), 31–50. https://doi.org/10.5565/rev/ensciencias.6472

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Copyright (c) 2025 jonathan Espinoza González, Àngela Buforn, Salvador Llinares

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