From a Framework to a Lens: Learning to Notice Student Mathematical Thinking

Teuscher, Dawn; Leatham, Keith R.; Peterson, Blake E.

doi:10.1007/978-3-319-46753-5_3

Cited by 29 publications

(29 citation statements)

References 15 publications

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“…Öğretmenlerin fark etme becerisini tespit etme ve geliştirmeye yönelik çalışmalarda genellikle, öğretmenlerin veya öğretmen adaylarının kendi veya başkalarının, çeşitli ders videolarını izleyip analiz etmeleri veya ders ile ilgili soruları yanıtlamaları istenmektedir (Ainley ve Luntley, 2007;Colestock ve Sherin, 2009;Erdik, 2014;Rosaen, Lundeberg, Cooper, Fritzen ve Terpstra, 2008;Teuscher, Leatham ve Peterson, 2017). Araştırmacılar, öğretmenlerin izledikleri derslere ilişkin söylediklerini veya yazdıklarını çeşitli şekillerde kodlayarak fark etme becerilerini tanımlamaktadır.…”

Section: Teorik çErçeveunclassified

Mathematical Opportunities: Noticing and Acting

Doğan

Kılıç

2019

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Section: Teorik çErçeveunclassified

Mathematical Opportunities: Noticing and Acting

Doğan

Kılıç

2019

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“…in the classroom" (p. 379). However, although recent studies, e.g., [14][15][16][17], have explored some activities and teacher education pedagogies that are developing PSTs' knowledge and practices, the knowledge base is still in its infant stage and in need of further exploration.…”

Section: Introductionmentioning

confidence: 99%

“…More recent studies have documented teacher educators' efforts to develop PSTs' ability to attend and interpret and respond on the basis of children's mathematical understanding [15][16][17]27]. Specifically, McDuffie et al [15] used repeated cycles of video viewing and guided reflection in different contexts as approximations, representations, and decomposition of teaching practice to develop PSTs' capacity to notice children's competencies [28].…”

Section: Introductionmentioning

confidence: 99%

“…e video choices and opportunities to repeat the activity proved critical in developing PSTs' capacity to notice teacher moves, student thinking, and mathematics content and tasks. Teuscher et al [17] explored how student teachers' journal entries evidenced their ability to notice students' mathematical thinking in the classroom. Similarly, Barnhart and Van Es [27] investigated how a video-based course supported secondary science PSTs in learning to analyze and reflect on teaching and learning in systematic ways.…”

Section: Introductionmentioning

confidence: 99%

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Preservice Teachers’ Learning to Respond on the Basis of Children’s Mathematical Understanding

Gichobi

Andreotti

2019

Education Research International

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This study examined the extent to which preservice teachers (PSTs) develop their capacity to attend to children’s strategies and interpret and respond on the basis of children’s mathematical understanding in the context of two well-designed assignments: Inquiry into Student Thinking assignment and tutoring assignment. The two assignments were assigned after 6 and 10 weeks of instruction, respectively. The analysis revealed that PSTs attended to children’s strategies and interpreted children’s mathematical understanding but struggled with the component skill of responding to children’s mathematical understanding in the two assignments. Although the nature of tasks selected differed across the two assignments, generally PSTs focused on tasks that would develop children’s mathematical understanding. The findings have theoretical implications for a hypothesized trajectory of professional noticing of children’s mathematical understanding and the design of mathematics methods courses.

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“…In this sense, many researchers suggest that teachers need to "learn to notice" in order to attend to student thinking, to develop better pedagogical decisions for increasing students' learning (Goldsmith & Seago, 2011;Jacobs, Lamb, & Philipp, 2010;Star & Strickland, 2008;van Es & Sherin, 2002). However, researchers argue that prospective teachers do not develop their noticing of student mathematical thinking naturally (Stockero, Rupnow, & Pasceo, 2017;Teuscher, Leatham, & Peterson, 2017), but they can learn it (PhelpsGregory & Spitzer, 2018;Stockero, 2014).…”

Section: Introductionmentioning

confidence: 99%

Using Video Cases and Small-scale Research Projects to Explore Prospective Mathematics Teachers’ Noticing of Student Thinking

Ulusoy

Çakıroğlu

2018

EURASIA J MATH SCI T

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This study investigated how prospective teachers notice student mathematical thinking in a video-based learning environment and in analyzing students' thinking when they conduct a research in their practice schools in the scope of a 14-week elective course program. Instructional process of the course had two phases. In the first phase, a group of eight prospective mathematics teachers analysed video cases related to students' mathematical thinking. In the second phase, they explored actual students' mathematical thinking through diagnostic interviews in their practice schools in order to conduct a small-scale research project. The results indicated that while prospective teachers tended to be more simplistic in analysing students' thinking in their early video-case analyses, they came up with deeper analysis of student thinking by making sound inferences from data and proposing pedagogical strategies. Moreover, prospective teachers stated that micro-case videos functioned as a catalyst for enhancing their noticing of student thinking before conducting small-scale research projects.

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From a Framework to a Lens: Learning to Notice Student Mathematical Thinking

Cited by 29 publications

References 15 publications

Mathematical Opportunities: Noticing and Acting

Mathematical Opportunities: Noticing and Acting

Preservice Teachers’ Learning to Respond on the Basis of Children’s Mathematical Understanding

Using Video Cases and Small-scale Research Projects to Explore Prospective Mathematics Teachers’ Noticing of Student Thinking

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