Learning to name and notice students’ mathematical strengths is a challenging process requiring time and multiple iterations of practice for prospective teachers (PTs) to adopt. Mathematics teacher educators (MTEs) can approximate and decompose the complex practice of naming and noticing students’ mathematical strengths so PTs learn to teach mathematics while emphasizing what students know and can do. This study uses two tools MTEs can use to support PTs as they learn to name and notice students’ mathematical strengths: A LessonSketch experience, a digital platform with comic-based storyboards showing children engaged in a mathematics task, and a strengths-based sentence frame. Our study presents the findings from the 111 noticing statements from 18 PTs as they engaged in the LessonSketch digital experience and practiced making noticing statements about what children know about mathematics. The study found that after a sentence-frame intervention, the PTs are more likely to use strengths-based language and more likely to identify mathematical evidence in their noticing statements. Uncommitted language (statements that do not align with a strength- or deficit-based coding scheme), suggests a fruitful, yet complex space for supporting more PTs as they learn to name and notice students’ mathematical strengths. The paper concludes with implications for future research in teacher education.

学习命名和注意学生的数学优势是一个具有挑战性的过程，需要时间和多次反复练习，供准教师 (PT) 采纳。数学教师教育者 (MTE) 可以近似和分解命名和注意学生数学优势的复杂实践，以便 PT 学习教授数学，同时强调学生的知识和能力。本研究使用 MTE 可以用来支持 PT 学习命名和注意学生数学优势的两种工具：课程草图体验、带有基于漫画的故事板的数字平台，展示儿童从事数学任务，以及基于优势的句子框架。我们的研究展示了 18 名 PT 在参与课程草图时的 111 条注意陈述的结果数字体验和练习做出关于儿童对数学了解的注意陈述。研究发现，在句子框架干预之后，PT 更有可能使用基于优势的语言，更有可能在他们的注意陈述中识别数学证据。未提交的语言（不符合基于优势或缺陷的编码方案的陈述）表明了一个富有成效但复杂的空间，用于支持更多 PT，因为他们学习命名和注意学生的数学优势。本文的结论是对教师教育未来研究的启示。