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Exploring the Relationship Between a PST's Written Noticings of Student Mathematical Reasoning and Their Reported and Actual Viewing of a 360 Video.

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Title: Exploring the Relationship Between a PST's Written Noticings of Student Mathematical Reasoning and Their Reported and Actual Viewing of a 360 Video.
Authors: Austin, Christine K.1 (AUTHOR) caustin@uakron.edu, Heisler, Jennifer L.2 (AUTHOR), Kosko, Karl W.2 (AUTHOR)
Source: School Science & Mathematics. Nov2025, p1. 11p. 3 Illustrations.
Subject Terms: *MATHEMATICS teachers, *STUDENT teachers, *MIXED methods research, *MATHEMATICS students, *VIRTUAL reality, *SITUATIONAL awareness, *ATTENTION
Abstract: ABSTRACT An essential aspect of mathematics teacher education is the development of professional noticing. A 360 video is a new technology that can aid in developing mathematical teacher noticing. This study examines the relationship between preservice teachers' noticing of mathematical student thinking and the variation in their physical focusing behavior of 360 videos. Researchers used a convergent mixed methods design to examine the level of professional noticing with participants' 360 video viewing behavior. Findings showed that participants did not accurately report where they attended during the video. Additionally, those participants who looked around more during the 360 videos were more sophisticated in their writing and noticing of mathematical students' thinking. The findings from this study indicate a potential relationship with a student's level of written noticings and their 360‐video viewing. Our findings suggest that PSTs with a higher level of noticing are more likely to attend to more students in the 360 video than PSTs with a lower level of written noticings. Expanding on this relation, our findings have shown that PSTs with a lower level of noticing tend to focus on particular students or the teacher for more extended periods than those with a higher level of sophistication in their written noticing. Future studies with inservice teachers would allow for comparison with these results. [ABSTRACT FROM AUTHOR]
Database: Academic Search Index
Description
Abstract:ABSTRACT An essential aspect of mathematics teacher education is the development of professional noticing. A 360 video is a new technology that can aid in developing mathematical teacher noticing. This study examines the relationship between preservice teachers' noticing of mathematical student thinking and the variation in their physical focusing behavior of 360 videos. Researchers used a convergent mixed methods design to examine the level of professional noticing with participants' 360 video viewing behavior. Findings showed that participants did not accurately report where they attended during the video. Additionally, those participants who looked around more during the 360 videos were more sophisticated in their writing and noticing of mathematical students' thinking. The findings from this study indicate a potential relationship with a student's level of written noticings and their 360‐video viewing. Our findings suggest that PSTs with a higher level of noticing are more likely to attend to more students in the 360 video than PSTs with a lower level of written noticings. Expanding on this relation, our findings have shown that PSTs with a lower level of noticing tend to focus on particular students or the teacher for more extended periods than those with a higher level of sophistication in their written noticing. Future studies with inservice teachers would allow for comparison with these results. [ABSTRACT FROM AUTHOR]
ISSN:00366803
DOI:10.1111/ssm.18406