Mathematical Teacher Noticing: The Key to Learning from Lesson Study

Lee, Mi Yeon; Choy, Ban Heng

doi:10.1007/978-3-319-46753-5_8

Cited by 28 publications

(21 citation statements)

References 20 publications

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“…They noted that the relationship between teaching experience and noticing skill is complicated, and that noticing expertise seemed to be closely related to teachers' ability to draw on different components of professional knowledge. Another study (Lee & Choi, 2017) supported this possibility by suggesting that introducing focal points to pre-service teachers would contribute to the development of productive noticing skills despite their lack of teaching experience. All the studies described here confirm that teachers need deep understanding of mathematical knowledge as well as skills to decide instructional moves that support students' learning.…”

Section: Factors Impacted Teacher Noticingmentioning

confidence: 98%

“…For example, teachers have been asked to describe what they notice in another teacher's instruction video (Colestock & Sherin, 2009;Kersting, 2008) or to retrospectively recall what they noticed while watching their own teaching videos (Ainley & Luntley, 2007). Other researchers have tried to improve teachers' noticing expertise by asking them to watch and discuss excerpts of their own teaching or others' videos with their colleagues as a group (Lee & Choi, 2017;Sherin & van Es, 2009). Moreover, several teacher educators have implemented interventions in their methods or content courses to improve pre-service teachers (PSTs)' noticing expertise, also often using videos as a tool for PSTs to analyze students' mathematical thinking.…”

Section: Ways To Improve Teacher Noticingmentioning

confidence: 99%

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Further Investigation into the Quality of Teachers’ Noticing Expertise: A Proposed Framework for Evaluating Teachers’ Models of Students’ Mathematical Thinking

Lee

2018

EURASIA J MATH SCI T

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Because teachers cannot directly access the processes by which students construct their mathematical knowledge, Teacher Noticing, an activity that involves observing students' work, interpreting students' mathematical thinking about a task based on their remarks or actions, and responding to their thinking, is important to grasp students' mathematical understanding. A possible way for teachers to develop noticing expertise is to engage in a situation focused on student thinking such as clinical interviews. However, noticing students' thinking productively through clinical interviews remains a challenge, especially for pre-service teachers, not only because it requires a broad range of knowledge but also because of the absence of a framework to inform and evaluate the process. This paper addresses the development of such a framework for evaluating the quality of pre-service teachers' noticing expertise in a context where students' thinking is emphasized by removing normal classroom interruptions. It then demonstrates how the framework can be used for this purpose through three empirical examples of pre-service teachers who engaged in an intervention that involved conducting clinical interviews and analyzing students' mathematical thinking by watching video-recordings of their clinical interviews.

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Section: Factors Impacted Teacher Noticingmentioning

confidence: 98%

Section: Ways To Improve Teacher Noticingmentioning

confidence: 99%

Further Investigation into the Quality of Teachers’ Noticing Expertise: A Proposed Framework for Evaluating Teachers’ Models of Students’ Mathematical Thinking

Lee

2018

EURASIA J MATH SCI T

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“…In this section, an alternative tutor training model is presented. The origins of this model are based on the construct of the lesson study framework and the notion of the research lesson-both of which have been popularised in mathematics education, particularly in schools [48][49][50]. As a form of continuous professional development (CPD) for mathematics teachers, [50] asserts that a lesson study is an approach:…”

Section: The Research Tutorial Frameworkmentioning

confidence: 99%

“…in which teachers [ Within the context of this chapter, a lesson study framework as a form of TPD for tutors is a tutor-enquiry based CPD whose specific emphasis is to reflect on tutoring classroom practices and students' cognition, thus developing the tutor's expertise and learning within a higher education context [49,51]. Tutor-enquiry based training using a lesson study, and more specifically a research tutorial, is a possible solution for the TPD of tutors in higher education.…”

Section: The Research Tutorial Frameworkmentioning

confidence: 99%

Using the Research Tutorial as a Training Strategy for Tutor Professional Development in an Undergraduate Course

Mhakure¹

2020

Pedagogy in Basic and Higher Education - Current Developments and Challenges

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This chapter is part of a larger research project that seeks to investigate sustainable ways of improving group-based tutoring in higher education courses. A growing body of research into teaching and learning in higher education acknowledges that higher education institutions are regarded as bastions of active teaching and learning that encourage students' deep learning and critical engagement. However, existing research also suggests that there is a lack of active participation by students during learning activities in tutorials; one of the reasons is the poor quality of the interactions between tutors and students during tutorials. Postgraduate students, who make up the majority of tutors, receive little formal training and lack sophisticated instructional skills on how to facilitate tutorials. By using an example, this chapter argues for the use of a research tutorial as a training strategy for tutor professional development (TPD) in an undergraduate Quantitative Literacy (QL) intervention course. The research methodology employed in this study is the lesson study. A research tutorial is a tutorial designed by both tutors and researchers that is used for TPD purposes. Suggestions for future research include focussing on how tutors notice, and attend to, the students' productive struggles during an undergraduate QL tutorial.

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“…For example, van Es (2011) characterised mathematics teachers' professional vision development in their interaction with videos from their own lessons with attention to what teachers notice -including whom a teacher may focus on (the whole class, individual students or groups, the teacher) and which topics and issues they identify (such as pedagogical strategies, behaviour, mathematical thinking, and classroom climate) -as well as how teachers analyse what they notice (descriptive, interpretive or evaluative) and the depth of their analysis (e.g., whether they provide details or ground their comments on evidence) when they decide about their potential actions. The what and how aforementioned dimensions were also used by Lee and Choy (2017) in the tracing of teachers' noticing during the planning, teaching, and reviewing phases of a Lesson Study process. Recently, van Es, Cashen, Barnhart and Auger (2017) proposed a coding framework for teachers' noticing in videos that includes attention to: mathematical content and learning goal; student thinking; teacher actions to make student thinking visible; classroom discourse norms; specificity; and, making connections (p. 172).…”

Section: Evaluating Mathematics Teacher Reflection On Self-identifiedmentioning

confidence: 99%

Scripting the experience of mathematics teaching

Biza

Nardi

2019

IJLLS

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Purpose The purpose of this paper is to propose and evaluate a proactive reflective activity for mathematics student teachers in which they consider mathematical content and its teaching in highly specific classroom situations. Design/methodology/approach The study was conducted in context of a mathematics Initial Teacher Education programme in the UK. Participants were invited from the whole cohort of student teachers to identify, script and reflect upon critical classroom incidents. In total, 12 such scripts were produced and then discussed by 17 student teachers in group and plenary sessions. Discussions were audio-recorded. Scripts and discussions were analysed according to four characteristics: consistency between stated pedagogical priorities and intended practices; specificity of the reflection to the classroom situation reported in the scripts; reification of pedagogical discourse; and, reification of mathematical discourse. Findings In the results, the authors exemplify student teachers’ insights that emerged from the analysis of the scripts through the typology of the four characteristics, and the authors observe that the student teachers’ insights mirror the complexity and richness of the mathematics classrooms they face. The authors’ examples and their evaluation through the aforementioned typology of the four characteristics illustrate the potency of student teachers’ participation in producing, and reflecting upon, individually and collectively, critical incidents of their inaugural experiences in the classroom. Practical implications As these activities take placein the context of teacher education, professional development or developmental research environments, an additional challenge is to generate robust and informative evaluation of teachers’ engagement with reflection and research on their practice. This study takes on this challenge in the context of a mathematics teacher education programme in the UK: the authors propose and evaluate a proactive reflective activity for mathematics student teachers in which they consider mathematical content and its teaching in highly specific classroom situations. Originality/value The examples and their evaluation through the typology of four characteristics illustrate the potency of student teachers’ participation in producing, and reflecting upon, individually and collectively, critical incidents of their inaugural experiences in the classroom.

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Mathematical Teacher Noticing: The Key to Learning from Lesson Study

Cited by 28 publications

References 20 publications

Further Investigation into the Quality of Teachers’ Noticing Expertise: A Proposed Framework for Evaluating Teachers’ Models of Students’ Mathematical Thinking

Further Investigation into the Quality of Teachers’ Noticing Expertise: A Proposed Framework for Evaluating Teachers’ Models of Students’ Mathematical Thinking

Using the Research Tutorial as a Training Strategy for Tutor Professional Development in an Undergraduate Course

Scripting the experience of mathematics teaching

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