Profiles of teachers’ expertise in professional noticing of children’s mathematical thinking

Jacobs, Victoria R.; Empson, Susan B.; Jessup, Naomi; Dunning, Amy; Pynes, D'Anna; Krause, Gladys; Franke, Todd

doi:10.1007/s10857-022-09558-z

Cited by 11 publications

(5 citation statements)

References 62 publications

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“…The PSMTs were motivated by the desire to attend to students' errors on the paper and pencil task, much like the PSTs from Krupa et al's (2017) study. These findings support Jacobs et al's (2022) proposition that teachers might be more likely to take over or funnel children's thinking on problems where the students make mistakes. On the other hand, with the technology task, the PSMTs wanted to promote exploring the mathematics.…”

Section: Discussionsupporting

confidence: 86%

Comparing teacher noticing on paper and pencil and technology tasks

Chandler

2023

School Sci & Mathematics

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Work in teacher noticing has captured to what extent teachers notice students' thinking on paper and pencil tasks and technology tasks, yet no one study has considered how the same group of teachers notices across task types. This study used Jacobs et al.'s (Journal for Research in Mathematics Education, 2010, 41(2), pp: 169–202.) professional noticing of students' thinking framework to guide the design and analysis of prospective secondary mathematics teachers' (PSMTs) noticing of high school students' thinking on two geometry tasks: a paper and pencil task and a technology task. High school students' written work and a video clip were shared as the artifacts from which to notice for each task. PSMTs responded to a set of noticing prompts to capture how they were attending, interpreting, and deciding to respond to students' thinking for each task. Their written responses to these questions were then open coded for each noticing component and codes from each task were compared to reveal any differences in the content of PSMTs' noticing across task types. Results revealed differences between tasks for each component skill of noticing. Implications of these findings for mathematics teacher educators and future research are discussed.

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Section: Discussionsupporting

confidence: 86%

Comparing teacher noticing on paper and pencil and technology tasks

Chandler

2023

School Sci & Mathematics

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“…The PD foregrounded students' mathematical thinking through research‐based frameworks for two knowledge‐intensive instructional practices–noticing students' thinking (Jacobs et al, 2010; Jacobs et al, 2022) and questioning (Jacobs & Empson, 2016). During the workshops, teachers engaged with both instructional practices in activities to support their responsiveness to students' fraction thinking.…”

Section: Methodsmentioning

confidence: 99%

“…These studies were conducted in the Mid-southern United States with elementary teachers participating in the Responsive Teaching in Elementary Mathematics (RTEM) project (Jacobs et al, 2019). The RTEM project is a multi-year design-based professional development (PD) aimed at supporting responsiveness to students' fraction thinking in grades 3-5 and connecting this expertise to student learning outcomes (Jacobs & Empson, 2016).…”

Section: Research Contextmentioning

confidence: 99%

“…The context of this study comprises of elementary teachers engaging in individual noticing interviews using written work from their classrooms. This activity took place as part of their participation in a professional development program that emphasized responsiveness to students' mathematical thinking (Jacobs et al, 2019; Jacobs et al, 2022). This setting, which blends the professional and classroom environments, offers an authentic platform for teachers to reflect on their practices.…”

Section: Guiding Frameworkmentioning

confidence: 99%

“…Teacher noticing is an influential construct and practice for fostering responsive and ambitious teaching in mathematics education because it enables teachers to understand their students' thinking and make informed instructional decisions (Jacobs et al, 2019; Jacobs & Empson, 2016; Saclarides, 2022). Yet, mathematics teaching is situated within cultural and historical contexts (Louie, 2018; Scheiner, 2021), and a teachers' current and past knowledge and experiences with students—both inside and outside mathematics learning environments—influence their perceptions of students' abilities and instructional decisions.…”

Section: Introductionmentioning

confidence: 99%

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Exemplifying the situated nature of teacher noticing: Elementary teachers' use of insider knowledge

Jessup

2023

School Sci & Mathematics

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Teacher noticing is a crucial aspect of responsive and ambitious mathematics teaching, allowing educators to understand students' mathematical thinking and make informed decisions. However, this noticing is influenced by teachers' insider knowledge (i.e., past and present knowledge and experience with students), which is shaped by societal norms, biases, and expectations, including potentially harmful deficit discourses. This study investigates teachers' noticing of written work from a situated perspective using qualitative secondary analysis. The goal of this work is to exemplify upper elementary teachers' use of historical knowledge gained from classroom interactions or informal school settings, along with local and broader contextual factors. Data analysis included elementary teachers' noticing mathematical thinking in written work from their class, their use of insider knowledge of their students, and distinctions in orientations toward students and their thinking. Results indicate how insider knowledge enhances, impedes, or does not impact individual teachers' focus on the details and reasoning evidenced in their students' strategies. The findings contribute to a more nuanced understanding of the complexities of teacher noticing and emphasize the importance of acknowledging the socio–cultural and historical context which is needed for equitable mathematics teaching. Implications are discussed.

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Noticing classes of preservice teachers: relations to teaching moves through AI chatbot simulation

Son

2024

Educ Inf Technol

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Profiles of teachers’ expertise in professional noticing of children’s mathematical thinking

Cited by 11 publications

References 62 publications

Comparing teacher noticing on paper and pencil and technology tasks

Comparing teacher noticing on paper and pencil and technology tasks

Exemplifying the situated nature of teacher noticing: Elementary teachers' use of insider knowledge

Noticing classes of preservice teachers: relations to teaching moves through AI chatbot simulation

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