Author ORCID Identifier
https://orcid.org/0009-0000-6767-9538
Date Available
8-12-2025
Year of Publication
2025
Document Type
Doctoral Dissertation
Degree Name
Doctor of Philosophy (PhD)
College
Education
Department/School/Program
STEM Education
Faculty
Jennifer Wilhelm
Abstract
Abstract: This quasi-experimental study examined the impact of the Noticing Numeracy Now intervention, an intervention focused on professional noticing of children’s conceptual development in whole number and arithmetic reasoning, on preservice elementary teachers’ professional noticing skills, attitudes toward mathematics, and elementary math content knowledge. This study was based off of a previous study and intervention created by Molly Fisher, Jonathan Thomas, Edna Schack, Cindy Jong and Janet Tassell. This study used a video-based professional noticing module, consisting of four lessons, situated in the pedagogies of practice framework. Within this study, 10 students (all preservice elementary teachers) at Kentucky State University in the MAT204: Elementary Mathematics for Teachers II course completed pre- and post-assessments for each component (professional noticing, attitudes toward mathematics, and elementary math content knowledge). The findings indicated that preservice elementary teachers could develop sound professional noticing skills through participation in the video-based professional noticing module (Noticing Numeracy Now intervention). However, only the interpretation component of professional noticing truly showed a statistically significant increase between pre- to post-assessment. The impact on attitudes toward mathematics showed a statistically significant increase for each factor (value, enjoyment, self-confidence, and motivation) assessed using the ATMI assessment. Furthermore, the preservice elementary teachers’ elementary math content knowledge also showed a statistically significant improvement. From these findings, the Noticing Numeracy Now interventions had the least impact on the students’ professional noticing skills and the most impact on preservice elementary teachers’ attitudes toward mathematics and elementary math content knowledge. There were several factors (small sample size, different content course, etc.) that may account for the results in this study.
Digital Object Identifier (DOI)
https://doi.org/10.13023/etd.2025.346
Recommended Citation
Rogers, Johnathan T., "Examining the Professional Noticing Skills, Attitudes Toward Mathematics, and Elementary Math Content Knowledge of Preservice Elementary School Teachers through the Noticing Numeracy Now Intervention" (2025). Theses and Dissertations--Science, Technology, Engineering, and Mathematics (STEM) Education. 23.
https://uknowledge.uky.edu/stem_etds/23
