Snapshots of mathematics teacher noticing during task design

Choy, Ban Heng

doi:10.1007/s13394-016-0173-3

Cited by 60 publications

(37 citation statements)

References 32 publications

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“…These authors highlight aspects of lesson study that contribute to making it a productive context for fostering reflection and noticing. These aspects include focus on the development of mathematical thinking (Takahashi and McDougal 2016), a very thorough process of planning for student learning (Choy 2016), noticing of how tasks and activities foster learning during a lesson, interpretation of learner thinking during the lesson, and decision making about ways to plan and teach the lesson more efficiently in future (Lewis et al 2009). …”

Section: Discussionmentioning

confidence: 99%

“…Noticing can be described as one of the core practices in mathematics teacher education (Choy 2016;Grossman et al 2009) and can provide appropriate support and framing for the development of productive reflection on learners' mathematical reasoning during lessons. A growing number of researchers regard teacher noticing as a useful framework for promoting adaptive and responsive teaching and for in-service and prospective teachers to learn from their teaching by focusing on learner mathematical reasoning (Sherin et al 2011a).…”

Section: Reflection and Professional Noticingmentioning

confidence: 99%

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Noticing in Pre-service Teacher Education: Research Lessons as a Context for Reflection on Learners’ Mathematical Reasoning and Sense-Making

Wessels

2018

Invited Lectures From the 13th International Congress on Mathematical Education

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Professional noticing of learners' mathematics reasoning is a crucial ingredient of a mathematics teacher's set of teaching competencies. Research lessons in the lesson study process, with its focus on learner reasoning, provide a structured environment for the building of mathematical knowledge as well as for reflection and the development of teacher professional noticing and sense-making. This paper reports on the depth and growth in noticing of three pre-service teachers during research lessons in their third and fourth years, using the Van Es noticing framework. The study showed that two of these teachers' noticing shifted to higher levels over the two years, with greater focus on learners' mathematical reasoning and sense-making than on teacher actions and teaching. Prospective teachers need well-structured and focused opportunities, individually as well as in groups, to learn to notice and make sense of learner thinking and reasoning.

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Section: Discussionmentioning

confidence: 99%

Section: Reflection and Professional Noticingmentioning

confidence: 99%

Noticing in Pre-service Teacher Education: Research Lessons as a Context for Reflection on Learners’ Mathematical Reasoning and Sense-Making

Wessels

2018

Invited Lectures From the 13th International Congress on Mathematical Education

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“…Entre los 22 EPM que sólo desarrollaron el primer esquema de acción instrumental, lo que les permitió interrelacionar dos de las tres destrezas de la competencia docente "mirar profesionalmente" (identificar elementos matemáticos e interpretar la comprensión), hubo 16 EPM que propusieron tareas que no estaban basadas en la comprensión interpretada (Choy, 2016;Gupta et al, 2018;Santagata y Yeh, 2016;Wilson et al, 2015) por lo que consideramos que dichas tareas podrían afectar la progresión en el aprendizaje de los niños al suponer un salto cognitivo que imposibilitaría un aprendizaje global de la magnitud longitud y su medida. En consecuencia, según como entendemos el desarrollo del segundo esquema de acción instrumental y la adquisición de la competencia "mirar profesionalmente" el pensamiento matemático de los niños (Jacobs et al, 2010), estos EPM han desarrollado únicamente el primer esquema de acción instrumental.…”

Section: El Uso De La Trayectoria De Aprendizaje De La Magnitud Longiunclassified

Learning Pathway of Length and Its Measurement as a Conceptual Instrument Used by Future Teachers

Sánchez-Matamoros

Moreno

Pérez-Tyteca

et al. 2018

RELIME

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El objetivo de este trabajo es caracterizar el uso de una trayectoria de aprendizaje de la longitud y su medida como instrumento conceptual para favorecer la adquisición de la competencia docente “mirar profesionalmente” el pensamiento matemático de los niños. Participaron 64 estudiantes de la carrera de maestro de educación infantil que siguieron un módulo de enseñanza. Este módulo estaba articulado en torno a una trayectoria de aprendizaje sobre la longitud y su medida, con objeto de que los futuros maestros la usaran como instrumento conceptual para describir e interpretar las respuestas de niños de educación infantil a situaciones de enseñanza-aprendizaje (primer esquema de acción instrumental) y proponer tareas en función de la comprensión inferida (segundo esquema de acción instrumental). Los resultados muestran que hay estudiantes que se preparan para ser maestros que no desarrollan ningún esquema de acción instrumental, y otros desarrollan el primer esquema y algunos, ambos; esto proporciona evidencias de la adquisición de la competencia arriba señalada.

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“…Noticing can be described as one of the core practices in mathematics teacher education (Choy 2016;) and can provide appropriate support and framing for the development of productive reflection on learners' mathematical reasoning during lessons. A growing number of researchers regard teacher noticing as a useful framework for promoting adaptive and responsive teaching and for in-service and prospective teachers to learn from their teaching by focusing on learner mathematical reasoning (Sherin et al 2011a).…”

Section: Reflection and Professional Noticingmentioning

confidence: 99%