Mathematics teacher educator noticing: examining interpretations and evidence of students’ thinking

Amador, Julie M.

doi:10.1007/s10857-020-09483-z

Cited by 7 publications

(4 citation statements)

References 27 publications

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“…The findings of this research may have important implications for teacher training faculty and the authorities that define training curricula since when implementing guidelines linked to the use of technologies, teaching staff must be able to reflect on what happens when they are introduced. The results of this investigation show that it is not enough to study the domains and subdomains of the TPACK model, but that there must be a detailed study of mathematical education models that consistently complement what the PSMT can interpret and the way she can link her perceptions with explicit evidence (Amador, 2022). Some open questions arise from this investigation that will need to be addressed in future studies, as it appears that this type of activity can create links and connections between research and practice.…”

Section: Discussionmentioning

confidence: 94%

Aspects Considered by a Prospective Teacher When Reflecting on a Virtual Classroom

Morales-López,

Breda,

Font Moll

2023

Acta Sci.

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Background: Reflection is one of the fundamental skills in initial teacher training, and curricula need to consider activities in a variety of educational contexts and situations that allow or encourage its development. Objectives: This investigation is intended to characterise the pedagogical, mathematical, and technological criteria that a prospective mathematics teacher establishes and uses when reflecting on events occurring in a virtual classroom. Design: The investigation was guided by a qualitative methodology of an exploratory-descriptive nature. Setting and Participants: the participant was a fifth-year licentiate student, and the data were collected during the second semester of 2022. Data collection and analysis: The content analysis method was used, and information was collected through questionnaires. Results: The results show that this student was able to adapt predefined schemes or proposals from the Technological, Pedagogical Content Knowledge (TPACK) model to create indicators that allowed her to carry out a descriptive but not particularly analytical reflection, however, although such adaptation was in agreement with expectations, there was little creation of new aspects. Conclusions: It is concluded that to provide an opportunity for prospective teachers to reflect on a lesson, previous aspects or other models or theories can be studied since starting directly from the TPACK domains and subdomains may not be a practical methodological tool for student reflection, given that this framework does not have analysis criteria for improvement.

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Section: Discussionmentioning

confidence: 94%

Aspects Considered by a Prospective Teacher When Reflecting on a Virtual Classroom

Morales-López,

Breda,

Font Moll

2023

Acta Sci.

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“…Experienced SMTs, on the other hand, have been determined to suggest more content-specific instructional applications based on student thinking. Teachers' focus on interpretation and evidence provides a basis for making instructional decisions (Amador, 2021). In addition, data analysis reveals that experienced teachers tend to make student-centered instructional decisions when they make content-specific inferences about the observation evidence of SMTs, especially those who have graduate education and attend professional development courses.…”

Section: Discussionmentioning

confidence: 99%

“…A holistic view of the researches shows that experienced teachers need to develop noticing skills in the context of making productive comments based on student thinking and presenting instructional suggestions. As documented by a number of studies, the skill of noticing is not a skill that can only be developed through teaching experience, it is a skill that can be learned with support (e.g, Amador, 2021;Jacobs et al, 2020;van Es & Sherin, 2010). The current study was conducted with mathematics teachers with different professional experiences.…”

Section: Noticing Based On Professional Experiencementioning

confidence: 98%

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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“…Many would argue they provided an influential characterization for noticing, with their definition of professional noticing of children's mathematical thinking as the inclusion of three subskills: attending, interpreting, and deciding to respond. We recognize their contribution to the conceptual ideas of noticing, yet due to their framework with three scales of lacking, limited, and robust that has been used widely to analyze noticing data (Amador, 2022; Dick, 2017; Jacobs & Spangler, 2017; Schack et al, 2017), we decided their work will be included in our examination of frameworks (not in the current paper of conceptualizations) because of the prominence of their framework as an analytic tool in other research. Again, we recognize that Jacobs et al's (2010) work, as well as others (van Es & Sherin, 2008), include elements that clearly define noticing as well as frameworks that are specific to analysis; we have reserved these for future reporting on frameworks.…”

Section: Methodsmentioning

confidence: 99%

Teacher noticing: A literature review of mathematics and science teacher noticing conceptualizations

Weston,

Amador

2023

School Sci & Mathematics

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We conducted a literature review to describe the conceptual use of noticing in pivotal mathematics and science education publications from 2002 to 2022 by tracing the language and ideas used to describe and study teacher noticing. Results from 12 highly cited or recently written publications indicated substantial differences in the assumptions and orientations of researchers which included: (a) differences in the primary theoretical construct, (b) differences in definitions of noticing and whether noticing is attending, making sense, both, or broader than cognition and includes context, culture, and/or perception, and (c) differences in researchers' beliefs about identifying what teachers should notice as compared to researchers who describe what teachers do notice. We propose directions for future writing practices in this field, including the need for researchers to explicitly state their definition of noticing. We conclude by reflecting on this project through some of Mason's foundational ideas about noticing.

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Mathematics teacher educator noticing: examining interpretations and evidence of students’ thinking

Cited by 7 publications

References 27 publications

Aspects Considered by a Prospective Teacher When Reflecting on a Virtual Classroom

Aspects Considered by a Prospective Teacher When Reflecting on a Virtual Classroom

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

Teacher noticing: A literature review of mathematics and science teacher noticing conceptualizations

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