This study examined the intersections of preservice elementary teachers’ (PSET) professional noticing (PN) of children’s mathematical thinking, two mathematical knowledge for teaching (MKT) domains: mathematics content knowledge (MCK) and mathematics pedagogical content knowledge (MPCK), and two affective domains: attitudes and dispositions toward teaching mathematics. An instructional module focused on PN of children’s early algebraic thinking, as defined by Jacobs et al. (J Res Math Educ 41: 169–202, 2010) to include three components: attending, interpreting, and deciding, was implemented with 170 PSETs. The PSETs, who participated in the instructional module, the implementation group, showed significant positive growth in attending, interpreting, and attitudes toward mathematics. There was no significant change in dispositions toward teaching mathematics and a decrease was observed in PSET deciding and MKT. A comparison group of 126 PSETs enrolled in mathematics methods courses did not participate in the instructional module. PSETs in the comparison group showed a decrease across all measures including attending, interpreting, deciding, attitudes, dispositions, and MKT. Results showed statistically significant connections within and between some of the constructs; however, the limitations of the study call for further investigation.

这项研究调查了儿童数学思维的职前基础教师（PSET）专业注意事项（PN）的交集，两个用于教学（MKT）领域的数学知识：数学内容知识（MCK）和数学教学内容知识（MPCK），以及两个情感领域：对数学教学的态度和性格。雅各布斯（Jacobs）等人所定义的教学模块侧重于儿童早期代数思维的PN。（J Res Math Educ 41：169-202，2010）包括三个部分：参加，口译和决定，由170个PSET实现。参加了教学模块，实施小组的PSET在参加，解释和对待数学的态度上显示出显着的积极增长。在教学数学上的配置没有显着变化，并且在PSET决策和MKT中观察到了下降。参加数学方法课程的126个PSET的比较组未参与教学模块。对比组中的PSET在包括参加，口译，决定，态度，性格和MKT在内的所有指标中均显示出下降。结果表明，在某些构建体内部和之间存在显着的统计学联系；但是，该研究的局限性需要进一步研究。决定，态度，性格和MKT。结果表明，在某些构建体内部和之间存在显着的统计学联系；但是，该研究的局限性需要进一步研究。决定，态度，性格和MKT。结果表明，在某些构建体内部和之间存在显着的统计学联系；但是，该研究的局限性需要进一步研究。