شبكة المعلومات العربية التربوية

The aim of the research is to study the effect of a program based on the Mathematical Knowledge for Teaching (MKT) Framework on developing the professional noticing skills of students' thinking among pre-service mathematics teachers. The research sample consisted of 32 preservice teachers in the Faculty of Education, New Valley University. The research used the experimental method with a quasi-experimental design with one group with a pre- and post-measurement. The program based on the Mathematical Knowledge for Teaching Framework has been prepared, and the test of the professional noticing skills of students' thinking of rational numbers has been prepared. The results found that there was a statistically significant difference at the level (0.01) between the mean scores of the experimental group students in the pre-and post-measurement of professional noticing skills of students' thinking, namely: attention to students' thinking, interpretation of students' understanding, response based on students' understanding. In light of the results, the research recommends the need to develop teaching methods courses in teacher preparation programs so that they include experiences that support opportunities for professional noticing of students’ thinking to prepare future teachers to notice students’ thinking and provide them with the necessary knowledge to deal with students’ thinking before they start teaching in real classrooms. Pre-service teacher preparation programs should aim to develop deep knowledge of mathematical content and how to teach it to student teachers. (Published abstract)