Development of Mathematical Understanding through Mathematical Feature Noticing Skill Supported by Scaffolding

The current study examined Preservice Middle School Mathematics Teachers’ (PMSMT) development of mathematical understanding through the process supported by scaffolding focusing on their mathematical feature noticing. The study was designed based on case study research method. In the current study, 10 PMSMT’s mathematical understanding was investigated by clinical interviews, observations and whole class discussions in which the PMSMT engaged in the tasks about the concept of prism and cylinder. These data were analyzed by the frameworks of scaffolding and feature noticing-and-using. Based on the analysis of the data, four mathematical ideas emerged: the critical attributes and definition of the prism and cylinder, the properties and main elements of the cylinder and prism, reasoning on the surface of opening form of the cylinder and prism and reasoning on the lateral area and volume of cylinder and prism. The findings showed that the PMSMT could improve their mathematical understanding by noticing supported by scaffolding and then they could use their understanding in different contexts taking place in whole class discussions.