Abstract
360 video records a complete, spherical view of a scenario and allows the viewer to manipulate what is viewable in each frame. We incorporated 360 video into a teaching mathematics course and used prompts that directed prospective teachers’ attention to students’ mathematical thinking. Results indicated that prospective teacher noticing was more specific when they responded to prompts about students’ thinking as compared to more general prompts. With focused prompts, prospective teachers had increased attention to students’ mathematical thinking and were more likely to make interpretations about students’ mathematical thinking. The findings show promise for the combination of 360 video and student-focused prompts to support prospective teacher noticing.