Micro-analysis of noticing: a lens on prospective teachers’ trajectories of learning to notice

Bragelman, John; Amador, Julie M.; Superfine, Alison Castro

doi:10.1007/s11858-021-01230-9

Cited by 11 publications

(6 citation statements)

References 39 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Kersting (2008) asked participants open questions based on video clips but quantified the data, which resulted in a set of three levels of interpretation ranging from descriptive comments to a coherent analysis. Bragelman et al (2021) compared common methods for analyzing the development of the noticing competence (such as the method implemented by Jacobs et al, 2010) and then used a "micro-analysis of noticing" to identify developments at a smaller, more fine-grained scale. The framework by Jacobs et al (2010) and the Learning to Notice framework (van Es, 2011) are often used but are also regularly modified to match the specific needs, underlying conceptualizations, and research goals, which makes a comparison of data difficult (Amador, 2019).…”

Section: Measuring (Prospective) Teachers' Noticing Competenciesmentioning

confidence: 99%

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

Alwast

Vorhölter

2021

Educ Stud Math

View full text Add to dashboard Cite

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.

show abstract

Section: Measuring (Prospective) Teachers' Noticing Competenciesmentioning

confidence: 99%

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

Alwast

Vorhölter

2021

Educ Stud Math

View full text Add to dashboard Cite

show abstract

“…Another area of study is curricular noticing, which investigates what aspects of instructional materials teachers pay attention to (Dietiker et al, 2018). Other noticing‐related research includes integrating technology as a way to better understand what is noticed (Fernández et al, 2012; Kosko et al, 2021), and developing and measuring noticing in teachers (Bragelman et al, 2021; Castro Superfine et al, 2019). The scores of work on noticing have slight variations, and the knowledge base is disparate without a clear synthesis or understanding of these variations in language and frameworks.…”

Section: Framing Literaturementioning

confidence: 99%

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

Weston,

Amador

2023

School Sci & Mathematics

Self Cite

View full text Add to dashboard Cite

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.

show abstract

“…We suggest that developing an observed noticing trajectory will assist teacher educators to plan and sequence learning activities that will build PMTs' noticing practice before entering student teaching. Bragelman et al (2021) "posit that few studies, if any, account for how PTs [prospective teachers], as novices, learn" (p. 216), because data analysis has focused on typically two time points in the learning process, which may be problematic to capture changes in PMTs' noticing. This suggests that the pre-post analysis may not be sensitive enough to capture the learning of PMTs' noticing.…”

Section: Perspective and Literaturementioning

confidence: 99%

“…This suggests that PMTs must learn to decipher among the “blooming, buzzing confusion of sensory data” (Sherin & Star, 2011, p. 69) that happens in their classroom. PMTs are novice teachers who “have yet to develop the expertise to determine what is and is not important in a classroom setting” (Bragelman et al, 2021, p. 215). Therefore, it is important to understand not only what PMTs are noticing but assist them in learning to determine what is important and what is not.…”

Section: Perspective and Literaturementioning

confidence: 99%

“…This definition provides a broad view of classroom situations and has been used to study PMTs' noticings. Previous research has demonstrated that PMTs can learn to notice (Bragelman et al, 2021; König et al, 2022; Stockero, 2014); however, the results vary based on the intervention and the methods used to analyze these data. König et al, found that PMTs in the majority of the research studies in their systematic literature review demonstrated an improvement in their ability to identify teaching and learning aspects.…”

Section: Perspective and Literaturementioning

confidence: 99%

See 1 more Smart Citation

Secondary prospective mathematics teachers learning to notice: The need for a dual perspective of teaching

Teuscher,

Cannon,

Christensen

2023

School Sci & Mathematics

View full text Add to dashboard Cite

The Association of Mathematics Teacher Educators recommends that well‐prepared beginning mathematics teachers apply their understanding of mathematics, curriculum, pedagogy, student learners, and social constructions to facilitate mathematics learning for all students. Using the context of a secondary methods course, where prospective mathematics teachers (PMTs) participate in six teaching cycles of peer taught lessons, we analyzed lesson debriefings of PMTs' questions and comments to determine what PMTs notice over the course of the semester and how their noticing changed based on their role as a teaching or peer PMT. Analysis of these data reveals that participating in both roles as student and teacher provided PMTs with different opportunities to connect the teaching elements (i.e., curriculum, mathematics, and pedagogy). Using these data, we present an observed learning trajectory for secondary PMTs that mathematics teacher educators can use as they design learning activities within their methods class to promote PMTs to begin to notice the dual (student/teacher) perspective.

show abstract

Micro-analysis of noticing: a lens on prospective teachers’ trajectories of learning to notice

Cited by 11 publications

References 39 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

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

Secondary prospective mathematics teachers learning to notice: The need for a dual perspective of teaching

Contact Info

Product

Resources

About