Noticing numeracy now! Examining changes in preservice teachers’ noticing, knowledge, and attitudes

Fisher, Molly H.; Thomas, John K.; Schack, Edna O.; Jong, Cindy; Tassell, Janet

doi:10.1007/s13394-017-0228-0

Cited by 36 publications

(32 citation statements)

References 33 publications

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“…Our previous research revealed that professional noticing was a teachable skill to PSETs when focused on a one‐on‐one teacher to student setting (Schack et al, ). In this previous study, PSETs in the intervention group showed statistically significant growth in all three areas of professional noticing (Fisher, Thomas, Schack, Jong, & Tassell, ). However, in that same study, the comparison group did not show statistically significant increases in attending and interpreting, but they did show a statistically significant increase in the deciding component.…”

Section: Discussionmentioning

confidence: 65%

Comparing preservice teachers’ professional noticing skills in elementary mathematics classrooms

Fisher

Thomas

Jong

et al. 2019

School Sci & Mathematics

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This paper examines the implementation of an instructional module on preservice elementary teachers’ professional noticing of children’s mathematical thinking. The module focuses on professional noticing skills through the content focus of early algebraic reasoning and uses complex video vignettes from whole class instruction in authentic elementary mathematics classrooms. Findings indicated that two of the three components of professional noticing (attending and interpreting) showed statistically significant increases in a treatment group that did not occur in a comparison group. The deciding component remains a challenge that warrants further research.

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Section: Discussionmentioning

confidence: 65%

Comparing preservice teachers’ professional noticing skills in elementary mathematics classrooms

Fisher

Thomas

Jong

et al. 2019

School Sci & Mathematics

Self Cite

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show abstract

“…These programs place less emphasis on helping teachers interpret classroom interactions and student work in order to figure out and support each individual student's learning needs within a whole class lesson context (Martin, Lischka, Smith, & Lawler, 2020;Putnam & Borko, 2000;van Es & Sherin, 2002). In addition, elementary teachers in the United States are typically prepared as generalists, and they often encounter challenges with their own mathematical knowledge and possess less favorable attitudes toward mathematics (Fisher et al, 2018). Improving elementary teachers' skills to recognize interesting and rich mathematical ideas and interpret these ideas is an effective approach to strengthening their knowledge and skills in teaching mathematics (Fisher et al, 2018;Sherin, Linsenmeier, & van Es, 2009;van den Kieboom et al, 2017).…”

Section: Teacher Noticing and Current Efforts To Promote Teacher Notimentioning

confidence: 99%

“…In addition, elementary teachers in the United States are typically prepared as generalists, and they often encounter challenges with their own mathematical knowledge and possess less favorable attitudes toward mathematics (Fisher et al, 2018). Improving elementary teachers' skills to recognize interesting and rich mathematical ideas and interpret these ideas is an effective approach to strengthening their knowledge and skills in teaching mathematics (Fisher et al, 2018;Sherin, Linsenmeier, & van Es, 2009;van den Kieboom et al, 2017).…”

Section: Teacher Noticing and Current Efforts To Promote Teacher Notimentioning

confidence: 99%

The evolution of a child study assignment: a potential approach to developing elementary mathematics teachers’ professional noticing

Smith

Beattie

Ren

et al. 2020

Journal of Early Childhood Teacher Education

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The ability to notice students' mathematical thinking is key to better understanding student learning and effective teaching. Our professional development program utilized a Child Study Assignment in an attempt to strengthen K-3 teacher noticing. We applied principles of improvement science to improve this assignment to better support the development of teachers' noticing skills. In this article, we first describe the Child Study Assignment and adjustments made to the assignment across time. Next, we provide suggestions for how this assignment might be adapted in other contexts. Lastly, we present teachers' perceptions of the usefulness of the Child Study Assignment. Teachers in our professional development program reported that the assignment offered valuable learning experiences, and they often shared their experience with other educators. As teacher educators, we also are able to reflect on our practices with the assignment and use our reflections to improve our efforts to promote teacher noticing. The Child Study Assignment and this process of continual reflection and adaptation may offer teacher educators a useful tool to improve mathematics teachers' noticing skills, as well as an example of how to revise a professional development activity to better support teachers in meeting program goals.

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“…Researchers have explored professional noticing in mathematics pre-service teachers to understand how they make sense of complex classroom circumstances (Fisher et al, 2018;Jacobs et al, 2010;Star & Strickland 2011). Therefore, thoughtful decisions must be made (Jacobs et al, 2010).…”

Section: Pre-service Teacher Professional Noticingmentioning

confidence: 99%

“…Several researchers have noted how many pre-service teachers, even those who have completed an extensive array of mathematics courses (Bryan 1999), continue to reveal gaps in their content knowledge or discrepancies in their knowledge of and ability to apply pedagogical methods to mathematical instruction (Ball et al, 2005;Bransford et al, 2000;Fisher et al, 2018). Pre-service teachers have struggled in their own mastery of mathematical knowledge and often have negative attitudes toward mathematics (Beswick 2006;Mays, 2005;Wilkins 2008).…”

Section: Pre-service Teacher Content Knowledge Of Mathematicsmentioning

confidence: 99%

Pre-service teacher professional noticing for teaching mathematics

Hopkins¹

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Students with disabilities and/or those who have difficulty learning mathematical concepts can be found in almost every classroom. Over the last several decades, the responsibilities and roles of general and special education educators have shifted, blurring the conventionally held boundaries between special education and general education teachers and their pedagogical practices. Both special education and general education teachers are expected to provide an optimal mathematical instructional experience to all students. One way to best prepare novice teachers for this task is by increasing their overall Pedagogical Content Knowledge (PCK). The purpose of this study is to contribute to research about specific components of a pre-service teacher's PCK. This research utilized a cross-sectional research design in its study of a representative sample of preservice teachers at specific moments in time during their teacher preparation program. Mathematical content knowledge and teachers' beliefs regarding the teaching of mathematics were found to have a statistically significant impact on professional noticing. Although not statistically significant, the differences the choice of a major had on a teacher's noticing ability requires further investigation. This study addresses an important gap in the research literature on noticing in that it includes special education teachers. Additionally, the study provides concrete recommendations for teacher preparation programing and suggestions for future research.

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Noticing numeracy now! Examining changes in preservice teachers’ noticing, knowledge, and attitudes

Cited by 36 publications

References 33 publications

Comparing preservice teachers’ professional noticing skills in elementary mathematics classrooms

Comparing preservice teachers’ professional noticing skills in elementary mathematics classrooms

The evolution of a child study assignment: a potential approach to developing elementary mathematics teachers’ professional noticing

Pre-service teacher professional noticing for teaching mathematics

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