Teacher Noticing: Bridging and Broadening Perspectives, Contexts, and Frameworks

Abstract

This series is designed to produce thematic volumes, allowing researchers to access numerous studies on a theme in a single, peer-reviewed source. Our intent for this series is to publish the latest research in the field in a timely fashion. This design is particularly geared toward highlighting the work of promising graduate students and junior faculty working in conjunction with senior scholars. The audience for this monograph series consists of those in the intersection between researchers and mathematics education leaders-people who need the highest quality research, methodological rigor, and potentially transformative implications ready at hand to help them make decisions regarding the improvement of teaching, learning, policy, and practice. With this vision, our mission of this book series is:

Enhancing Noticing: Using a Hypothetical Learning Trajectory to Improve Pre-service Primary Teachers’ Professional Discourse

“…As NCTM (2014) pointed out, "effective teaching of mathematics uses evidence of student thinking to assess progress toward mathematical understanding and to adjust instruction continually in ways that support and extend learning" (p.10). Given the importance of this skill for improving teaching, teacher noticing has emerged as key in the international research agenda (Schack, Fisher, & Wilhelm, 2017;Sherin, et al, 2011;Stahnke, Schueler, & Roesken-Winter, 2016).…”

Exploring the Process of Preservice Teachers’ Diagnostic Activities in a Video-Based Simulation

“…The teacher professional vision framework, therefore, is seen as an important conceptual model to further study teachers' situation-specific professional skills (Seidel and Stürmer, 2014). In this context, the diagnostic activity noticing refers to the perception of relevant events in the classroom (van Es and Sherin, 2008;Schack et al, 2017), while knowledge-based reasoning is the act of interpreting the noticed information based on one's professional knowledge (Gegenfurtner et al, 2020). Seidel and Stürmer (2014) distinguish three different knowledgebased reasoning activities: describing, explaining, and predicting.…”

Preservice Teachers’ Skills to Identify Effective Teaching Interactions: Does It Relate to Their Ability to Implement Them?

“…In the past decade, substantial progress has been made in designing and implementing video-based measures that build on and extend van Es and Sherin’s (2002) noticing framework. Seidel and Stürmer (2014; Stürmer & Seidel, 2017) frame the concept as teacher professional vision and conceptualize it as noticing and reasoning. Noticing is based on general pedagogical knowledge (GPK; Shulman, 1987).…”