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This study explores what preservice mathematics teachers (PSMTs) notice about classroom critical events (CCEs) during a semester-long course, Mathematics Classroom Case Study (MCCS). Forty-five PSMTs identified and interpreted CCEs through watching a mathematics classroom video after they learned about CCEs in the course. PSMTs’ attention toward aspects of CCEs was examined by a framework developed from several pieces of literature and that includes the phase, the key player, and the attention points. PSMTs’ interpretations of CCEs were investigated using the learning objectives framework of the specific lesson. The findings revealed that the PSMTs identified 14 different kinds of CCEs and 12 paths for identifying CCEs based on a specific video lesson, Translation of Graphics. Three phenomena of the PSMTs’ identification of CCEs are further discussed.

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What Classroom Critical Events Do Chinese Preservice Mathematics Teachers Identify?

  • 章节

  • 发表日期：

    2026年

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  • Suanrong Chen,
  • Zijing Zhao,
  • Jia Pang,
  • Jinfa Cai

摘要

This study explores what preservice mathematics teachers (PSMTs) notice about classroom critical events (CCEs) during a semester-long course, Mathematics Classroom Case Study (MCCS). Forty-five PSMTs identified and interpreted CCEs through watching a mathematics classroom video after they learned about CCEs in the course. PSMTs’ attention toward aspects of CCEs was examined by a framework developed from several pieces of literature and that includes the phase, the key player, and the attention points. PSMTs’ interpretations of CCEs were investigated using the learning objectives framework of the specific lesson. The findings revealed that the PSMTs identified 14 different kinds of CCEs and 12 paths for identifying CCEs based on a specific video lesson, Translation of Graphics. Three phenomena of the PSMTs’ identification of CCEs are further discussed.