Exploring the terrains of mathematics teacher noticing

Dindyal, Jaguthsing; Schack, Edna O.; Choy, Ban Heng; Sherin, Miriam Gamoran

doi:10.1007/s11858-021-01249-y

Cited by 71 publications

(57 citation statements)

References 73 publications

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“…In general, while perception is present in all conceptualizations, researchers have considered different combinations of sub-facets with different emphases and, more recently, have gone beyond the aforementioned three components (Dindyal et al, 2021), by proposing, for example, productive noticing (Choy, 2016), which involves lesson planning, and curricular noticing, which relates to curricular material (Dietiker et al, 2018).…”

Section: Decision-making (Intended) Responses or Additional Thinking About Alternative Actionsmentioning

confidence: 99%

“…However, the noticing entailed by teaching is specialized to its purposes" (Ball, 2011, p. xx). Not only is it important to notice with regard to the teaching profession but also to notice specifically embedded in certain contexts (see Dindyal et al, 2021). For example, with a focus on mathematics education, in TEDS-FU 2 items were used concerning mathematics-related classroom demands and pedagogy-related classroom demands (Kaiser et al, 2017).…”

Section: Decision-making (Intended) Responses or Additional Thinking About Alternative Actionsmentioning

confidence: 99%

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

Alwast

Vorhölter

2021

Educ Stud Math

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Teaching mathematical modeling is a demanding task. Thus, fostering teachers’ competencies in this regard is an essential component of teacher education. Recent conceptualizations of teachers’ competencies include situation-specific skills based on the concept of noticing, which is of particular interest for the spontaneous reactions needed when teaching mathematical modeling. The study described in this paper aims to analyze the development of a video-based instrument for measuring teachers’ noticing competencies within a mathematical modeling context and obtain evidence for the validity of the instrument. Three kinds of validity are examined in three different studies: content validity, elemental validity and construct validity. Indicators for content validity could be found through different expert ratings and implementation with the target group, where participants were able to perceive all relevant aspects. The qualitative analysis of participants’ reasoning, which is consistent with the coded level, indicates elemental validity. Moreover, the results of the confirmatory factor analysis suggest construct validity with one overall factor of noticing competence within a mathematical modeling context. Taken together, these studies imply a satisfactory validity of the video-based instrument.

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Section: Decision-making (Intended) Responses or Additional Thinking About Alternative Actionsmentioning

confidence: 99%

Section: Decision-making (Intended) Responses or Additional Thinking About Alternative Actionsmentioning

confidence: 99%

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

Alwast

Vorhölter

2021

Educ Stud Math

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“…The literature (e.g., Didis, Erbas, Cetinkaya, Cakiroglu, and Alacaci, 2016;Simpson & Haltiwanger, 2017;Phelps-Gregory & Spitzer, 2018;Dindyal, Schack, Choy, & Sherin, 2021) which focuses on preservice teachers' interpretations of student mathematical reasoning, consists of the themes as follows:…”

Section: Preservice Teachers' Interpretations Of Student Mathematical Reasoningmentioning

confidence: 99%

“…In the literature, some of the studies about the aspects of student mathematical reasoning have focused on specific content or a specific process (Dindyal et al, 2021) such as fractions (Dreher and Kuntze, 2015), proportional reasoning (Hines & McMahon, 2005;Fernández, Llinares, & Valls, 2013;Son, 2013), pattern generalization (Callejo & Zapatera, 2017), modeling tasks (Didis et al, 2016), the derivative concept (Sánchez-Matamoros, Fernández, & Llinares, 2015), decimals (Jong, Thomas, Fisher, Schack, Davis, Bickett, 2017), early numeracy (Schack et al, 2013), and the equal sign (van den Kieboom et al, 2017). Other studies have investigated the improvement of their interpretation strategies with different content over a period of time (Ingram, 2014;McDuffie, Foote, Bolson, Turner, Aguirre, Bartell, …& Land, 2014;Santagata & Yeh, 2016;Ulusoy, 2016;Amador, Carter, Hudson, & Galindo, 2017;Superfine, Fisher, Bragelman, Amador, 2017;Teuscher, Leatham, Peterson, 2017;Phelps-Gregory & Spitzer, 2018).…”

Section: Aspects Of Student Mathematical Reasoning That Were Explored/interpreted By Preservice Teachersmentioning

confidence: 99%

Examination of a middle School mathematics preservice teacher’s interpretation skills

Ersari

2021

E-Kafkas Eğitim Araştırmaları Dergisi

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This study aims to explore one preservice teacher's interpretation of student mathematical thinking using pattern recognition and linear function tasks. Specifically, the research question for this study was as follows: How does a preservice middle grade mathematics teacher interpret student mathematical thinking using tasks designed to test students' pattern recognition and linear function abilities? The preservice teacher, Amy, was a middle school preservice teacher from the Mathematics and Science Education Department of a major land-grant university in the southeastern Unites States. The data consists of Amy's responses during a face-to-face, semi-structured interview, written work she produced during the interview, and a careful analysis of a transcript of the interview. With regards to interpreting important mathematical ideas in students' work in the National Council of Teachers of Mathematics [NCTM] videos, this study found that the preservice teacher provided explanations of specific important mathematical ideas and their meaning. When the preservice teacher interpreted students' mistakes or misconceptions, she explained the misconceptions mathematically rather than providing specific examples from the video. In terms of interpreting the similarities between students' reasoning, the preservice teacher's description of the similarities between students' reasoning was broad. Depending on the task and how many times she watched the videos, either one or two times, the extent to which she provided evidence varied when she interpreted the differences between students' reasoning. This study revealed that the strength of the preservice teacher's interpretation strategies varied depending on the tasks. The preservice teacher did not provide detailed explanations of students' reasonings when watching NCTM videos even though she solved all the tasks in multiple ways and explained the key concepts while solving the problems.

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“…At the same time, different methodological approaches were used to examine teacher noticing in the previous studies. These methodological approaches have been classified under three headings by Dindyal, Schack, Choy and Sherin (2021). These; (1) using teaching-specific activities, (2) using technology, and (3) using tools to assess teacher noticing.…”

Section: Introductionmentioning

confidence: 99%

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

Baki

Kılıçoğlu

2021

IJRES

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There are different types of evidence that reflect students' thinking in classroom interactions. Student discourse, gestures, actions can be shown among these. The aim of the current study is to reveal the skills of secondary mathematics teachers with different professional experiences to notice different types of evidence of student thinking. For this aim, the study was designed within the context of a case study, one of the qualitative research methods. The data of the study were obtained through video-based interviews with five secondary mathematics teachers. Six video episodes containing different types of evidence for video-based interviews were shown to teachers. In the interviews, targeted questions were asked to reveal what types of evidence the participating teachers took into account in the videos they watched, how they interpret these types of evidence, and what kind of instructional decisions they suggested. The types of evidence that teachers noticed in the videos and how they made sense of the evidence were analyzed qualitatively. Various findings have been revealed depending on the different professional experiences of the teachers. First, experienced (5 years and above) teachers paid more attention to the types of verbal evidence of student thinking. Student statements and questions were more visible to experienced teachers, especially among oral evidence. Second, the evidence-based comments described by the experienced teachers were aimed at drawing more conclusions. However, it is noteworthy that teachers who make inferences based on student's cognitive thinking also attend postgraduate education or professional experience courses. Third, the instructional decisions of experienced teachers who attended postgraduate education and professional experience courses, based on student thinking, were mostly related to specific mathematical subjects.

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Exploring the terrains of mathematics teacher noticing

Cited by 71 publications

References 73 publications

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

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

Examination of a middle School mathematics preservice teacher’s interpretation skills

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

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