Expanding on prior conceptualizations of teacher noticing

Abstract

While recent research demonstrates that teacher noticing is a core construct of teaching, it also raises new questions about this construct. Here, we offer an expanded framework that addresses three key questions. Specifically, we suggest that attending involves not only selecting particular features of instruction to observe, but also disregarding aspects of classroom interactions that are less consequential. In addition, we propose that a stance of inquiry about observed phenomena is central to drawing inferences about observed phenomena. Finally, we extend the boundaries of teacher noticing to include shaping, the act of creating interactions that provide increased opportunities to attend to and interpret noteworthy mathematical interactions. In other words, teachers are not simply passive bystanders in the act of noticing, rather they shape interactions to gain access to additional information to allow for further observation and interpretation of student thinking.

Measuring pre-service teachers’ noticing competencies within a mathematical modeling context – an analysis of an instrument

“…Therefore, in some conceptualizations, decision-making is emphasized as a crucial component of noticing. Van Es and Sherin (2021) proposed shaping as an alternative third sub-facet, which "involves teachers constructing interactions, in the midst of noticing, to gain access to additional information that further supports their noticing" (p. 23).…”

The Skills of Mathematics Teachers with Different Professional Experiences to Notice the Evidence of Student Thinking

“…These findings are consistent with the result of Lam and Chan (2020) that paying attention to students' verbal explanations varies in different classroom situations and contexts. The same form of evidence being more visible to SMTs in different video episodes may also be related to the nature of selective attention for teaching (van Es & Sherin, 2021). Miller (2011) explains this process, which is defined as -cognitive tunneling‖, as individuals paying attention to a subset of their existing knowledge while remaining indifferent to other fields.…”

“…International Journal of Research in Education and Science (IJRES) 1241 to make sense of student thinking (e.g., Amador, Males, Earnest & Dietiker, 2017;Jacobs et al, 2010;Lam & Chan, 2020;Sherin & van Es, 2005;van Es, 2011;van Es & Sherin, 2021;Ulusoy, 2020). Therefore, if SMTs attend to the details of the types of evidence for student thinking and make inferences to make sense of these evidence, they can suggest mathematically high-quality instructional decisions.…”

What Science Teachers Notice: The Impact of an Online Graduate Program on Middle School Science Teachers’ Noticing

“…Noticing, or what teachers' pay attention to, is an emerging yet critical area of work in science education although it has been present in mathematics education for years (i.e., Kaiser et al, 2015;Kersting, 2008;Sherin, 2004;van Es & Sherin, 2002, 2021. Noticing is an important skill that allows teachers to interpret classroom situations and interactions that mediate the processes of learning (Haverly et al, 2020;Koening et al, 2014;Luna, 2018;van Es & Sherin, 2021).…”

“…Noticing, or what teachers' pay attention to, is an emerging yet critical area of work in science education although it has been present in mathematics education for years (i.e., Kaiser et al, 2015;Kersting, 2008;Sherin, 2004;van Es & Sherin, 2002, 2021. Noticing is an important skill that allows teachers to interpret classroom situations and interactions that mediate the processes of learning (Haverly et al, 2020;Koening et al, 2014;Luna, 2018;van Es & Sherin, 2021). For example, teachers need to notice and interpret students' ideas and feedback to make sense of those ideas, and in turn, respond so that content and learning objectives are identified, made explicit, then addressed (Luna, 2018).…”