Towards a more comprehensive model of teacher noticing

Scheiner, Thorsten

doi:10.1007/s11858-020-01202-5

Cited by 46 publications

(45 citation statements)

References 27 publications

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“…First, while the literature on noticing and decision making has focused on how individuals make decisions (understanding perceptual and cognitive processes that avowedly cause individuals actions in teaching), our approach has been to describe the sociotechnical resources (in particular, the instructional norms; Herbst & Chazan, 2012) available in instructional contexts and that help account for what decisions teachers make in instructional situations. We think, along with Kaiser et al (2017), that these approaches can complement each other (see also Scheiner, 2021) but that much of that work is still to be done. A step in that direction is offered by Dreher et al (2021) who use the process of designing vignettes for an international comparison of teacher noticing, where responses are associated with differences on what researchers consider to be normative in teaching across cultures.…”

Section: Teacher Expertisementioning

confidence: 96%

How can teaching simulations help us study at scale the tensions mathematics teachers have to manage when considering policy recommendations?

et al. 2021

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The investigation at scale of the tensions that teachers need to manage when deciding to follow recommendations for practice has been hampered by the problem of occurrence: The conditions in which those decisions could be made need to occur during an observation in order for observers to document how teachers handle them. Simulations have been recommended as a way to immerse teachers in instructional contexts in which they have the opportunity to follow such recommendations and observe what teachers choose to do in response. In this article, we show an example of how a teaching simulation may be used to support such investigation, in the context of policy recommendations to open up classroom discussion and consider multiple solutions and in the instructional situation of doing proofs in geometry. A contrast between the decisions made by expert and novice teachers (n = 59) in the simulation, analyzed using multiple regression, adds empirical evidence to earlier conjectures based on qualitative analysis of classroom teaching experiments that revealed teachers to be particularly attentive to epistemological and temporal constraints. We found that expert and novice teachers differed in how likely they were to prefer practices recommended by policymakers. Specifically, expert teachers were significantly more likely than novice teachers to open up classroom discussions when they had the knowledge resources to correct a student error. Similarly, expert teachers were significantly more likely than novice teachers to explore multiple solutions when there were no time constraints.

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Section: Teacher Expertisementioning

confidence: 96%

How can teaching simulations help us study at scale the tensions mathematics teachers have to manage when considering policy recommendations?

et al. 2021

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“…Furthermore, one can detect that there is progress in noticing when prospective teachers refine their framing of classroom events, as evidenced by changes in prospective teachers' discourse (Llinares, 2019;Wilson et al, 2017). This approach underlines the way in which prospective teachers frame a particular event as a function of their resources, orientations and goals (Scheiner, 2020). To understand this framing process, we use the notion of instrumental genesis (Verillon & Rabardel, 1995), described next.…”

Section: Noticingmentioning

confidence: 99%

“…Nor do we sufficiently grasp how teachers relate what they perceive to theoretical information about the mathematics learning. So, there are still several open issues on how prospective teachers develop noticing (Scheiner, 2020). Some studies on the development of noticing have centred on primary education, but few studies have centred in preschool education contexts (Parks & Wager, 2015).…”

Section: Introductionmentioning

confidence: 99%

How prospective kindergarten teachers develop their noticing skills: the instrumentation of a learning trajectory

Moreno

Sánchez-Matamoros

Callejo

et al. 2021

ZDM Mathematics Education

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The objective of this study was to characterise prospective kindergarten teachers' development of noticing children's thinking about length and its measurement. We used the concepts of instrumental genesis and learning trajectories to identify the ways in which prospective kindergarten teachers used a learning trajectory to learn to notice children's mathematical thinking. Following a teaching experiment, we identified three ways in which prospective kindergarten teachers used the learning trajectory to notice children's mathematical thinking. Two instrumented action schemes supported these ways of using the learning trajectory: a scheme taking into account the mathematics learning progression to interpret children's answers, and a scheme for proposing instructional tasks based on the interpretation of children's mathematical thinking. Approaching the development of noticing as an appropriation process of a learning trajectory helps us to understand prospective teachers' difficulties at endowing meaning to a learning trajectory's conceptual structure. We suggest that these ways of using learning trajectory knowledge to interpret children's mathematical thinking and to make instructional decisions can be understood as an instrumentation process which reveals how noticing skills develop.

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“…These models tend to conceptualise noticing as mental actions of information processing that involves attending to and making sense of classroom events (Jacobs et al, 2020;Schack et al, 2017). While research that employs such models has been productive, there are still those within the field (Jazby, 2019;Scheiner, 2020;Sherin & Star, 2011) who have argued that alternative models of teacher noticing are needed to draw attention to aspects of the phenomena that are not given significant weight. Sherin and Star noted that the teacher "can shape the world of classroom events so that it provides her with certain kinds of observations" (2011, p. 73).…”

Section: Introductionmentioning

confidence: 99%

“…Sherin and Star noted that the teacher "can shape the world of classroom events so that it provides her with certain kinds of observations" (2011, p. 73). The actions that teachers take to "shape" the classroom occur prior to attending to and making sense of classroom events in Sherin and Star's (2011) observations and are therefore not a focus of analysis in most models of teacher noticing (Jazby, 2019;Scheiner, 2020). By exploring alternative models of professional noticing, the ways in which teachers create the conditions for noteworthy events to occur midlesson can be brought into focus.…”

Section: Introductionmentioning

confidence: 99%

Conceptualising mathematics teacher noticing as a perception/action cycle

Jazby

2021

Math Ed Res J

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Most studies of mathematics teacher noticing employ information-processingbased models of noticing. While information processing has been used productively to research the cognitive requirements of noticing, critics have argued that these accounts conceptualise noticing as a relatively passive and mental act. This paper demonstrates how an alternative perception/action cycle model of noticing can draw attention to how teacher noticing is supported by active interaction with the classroom environment mid-lesson. Data from two primary mathematics lessons were gathered using a head-mounted camera technique. These data are analysed using the perception/action cycle model to demonstrate the model's capacity to enable productive research. The model draws attention to aspects of teacher behaviour that support noticing that are given little weight when information processing informs analysis. By contrasting the noticing of one experienced and one beginning teacher, differences in the way that each teacher deployed their attention and looked for information mid-lesson can be ascertained. The experienced teacher took action that increased the likelihood that students would create mathematical representations that enabled perception of students' mathematical thinking and deployed their attention so that they were more likely to be in the right place at the right time to notice. The perception/action cycle model draws attention to these under-researched aspects of mathematics teacher noticing.

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Towards a more comprehensive model of teacher noticing

Cited by 46 publications

References 27 publications

How can teaching simulations help us study at scale the tensions mathematics teachers have to manage when considering policy recommendations?

How can teaching simulations help us study at scale the tensions mathematics teachers have to manage when considering policy recommendations?

How prospective kindergarten teachers develop their noticing skills: the instrumentation of a learning trajectory

Conceptualising mathematics teacher noticing as a perception/action cycle

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