부산대학교 도서관

Recent developments in mathematics education research seek to better incorporate knowledge of equity into teacher education, in particular practical ways that teachers can promote equity in the mathematics classroom. This paper discusses the results of using a comparison, partial, and full implementation of a set of microlearning modules designed to introduce preservice mathematics teachers to equitable noticing in elementary mathematics teaching. The results of ANOVA analyses on the scores of a video-based assessment instrument relating to professional noticing and themes of equity in a classroom moment indicate that for these modules, there are gains when analyzing the comparison to partial implementations, indicating that using more of the modules leads to a deeper understanding of the introductory equity and professional noticing frameworks used to frame the modules and this study. [ABSTRACT FROM AUTHOR]