Prospective K-8 teachers’ noticing of student justifications and generalizations in the context of analyzing written artifacts and video-records

International Journal of STEM Education

Table 2 Features of the attending-and-interpreting practice

Characteristics of attending-and-interpreting practice^b	Task type
Characteristics of attending-and-interpreting practice^b	Written artifacts (n^a = 45)	Video (n^a = 60)
Attending to and interpreting contextual links between students’ conjectures and their justifications	36 (80%)	28 (46.7%)
Attending to and interpreting ways in which students make sense of patterns	10 (22.2%)	2 (3.3%)
Attending to and interpreting student generalization strategies	13 (28.9%)	4 (6.7%)
Attending to and interpreting non-mathematical aspects of student work	1 (2.2%)	12 (20%)
Retelling	8 (17.8%)	34 (56.7%)
Attending to and interpreting one’s own understanding of student thinking	4 (8.9%)	1 (1.7%)

^aNumber of analyzed attending-and-interpreting segments
^bEach attending-and-interpreting segment could have more than one characteristic. Thus, the sum exceeds 100%