| Teacher noticing has increasingly become an important topic in the research of teacher education and professional development,which directly points to observing and understanding children,the core professional ability of kindergarten teachers.Facing the current situation that kindergarten teachers do not pay enough attention to children’s mathematics learning process,the emerging research topic of learning trajectories in China provides new ideas to support teachers’ observation and understanding of children.Learning trajectories have reached a relatively mature state in foreign research,and studies have confirmed that the use of learning trajectories can promote teachers’ noticing of children’s mathematical thinking to support young children’s learning.The mathematics learning content of young children includes six modules: the meaning of numbers,quantitative relationships,number operations,geometric graphics,spatial relationships,and spatial measurement.Due to the limitations of the research duration and the researcher’s personal abilities,it is not possible to exhaustive the above modules one by one.Therefore,the spatial cognition that promotes the development of abstract logical thinking in young children is selected as the pointcut for this study to explore the role of learning paths in teachers’ noticing behavior..This study mainly uses experimental method for research,which adopts the pre and post test experiment design of equal groups.22 teachers from T Kindergarten were selected as the research subjects,and 5 training sessions were conducted for 11 teachers in the experimental group to explore the influence of children’s spatial orientation-based learning trajectories training on teachers’ noticing.At the same time,interviews were made to understand the current situation of kindergarten teachers’ noticing of children’s mathematics learning,their learning and training in preschool children’s mathematics education,and their feelings,gains,and suggestions for this training.This study consists of six parts: The first part is the introduction,which describes the research background,significance,literature review,and the definition of "learning trajectories" and "noticing";The second part is the research design,which introduces the research purpose and issues,research subjects,research methods,research tools,research ideas and processes,data analysis,The third part is the research results,which presents the current situation of kindergarten teachers’ noticing and the situation and changes of teachers’ noticing before and after the experiment;The fourth part discusses the main findings of this study;Based on the analysis and discussion of the research results,two research conclusions are drawn as follows in the fifth part.First,in children’s mathematics learning,kindergarten teachers mainly pay attention to children’s approach towards learning,learning outcomes and external behavior,and seldom focus on children’s mathematical thinking reflected in the process of activities.Daily observation and summary are main ways for teachers to judge the development level of children’s mathematics learning.In the process of noticing children’s mathematical learning,their noticing is generally at level 2,which may be related to the less professional support received by teachers,the characteristics of mathematics and the impact of mainstream views of preschool education on teachers.Second,learning trajectories training can promote kindergarten teachers’ noticing behavior,improve the level of kindergarten teachers’ noticing,and promote preschool teachers’ noticing of children’s mathematical thinking.The possible reason behind this promoting effect is that learning trajectories play the role of scaffolding in the process of teachers’ noticing,supporting teachers’ noticing of children’s learning,at the same time,cooperative learning for teachers also promotes the understanding and application of learning trajectories.Finally,it analyzes the deficiency of this research and briefly explains the prospect in the sixth part. |
