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ERIC Number: ED552616
Record Type: Non-Journal
Publication Date: 2013
Pages: 119
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-2679-8919-2
Investigating Teacher Noticing of Student Algebraic Thinking
Walkoe, Janet Dawn Kim
ProQuest LLC, Ph.D. Dissertation, Northwestern University
Learning algebra is critical for students in the U.S. today. Algebra concepts provide the foundation for much advanced mathematical content. In addition, algebra serves as a gatekeeper to opportunities such as admission to college. Yet many students in the U.S. struggle in algebra classes. Researchers claim that one reason for these difficulties is that algebra classes often focus on symbol manipulation and procedures above, and many times at the expense of, a more conceptual understanding of the content. Teaching algebra in a more conceptual way can be quite challenging for teachers, however. In particular, a range of research documents that teachers often hold a narrow view of algebra, closely tied to symbol manipulation. In this study, I leverage the construct of teacher noticing in order to help teachers learn to broaden their views of algebra, pay attention to a wide range of student algebraic thinking, and reason about students' ideas in substantive ways. Being able to pay close attention to students' ideas, interpret and make sense of those ideas is an important skill for teachers and a necessary part of teaching algebra for understanding. This study takes place in the context of a video club in which seven preservice teachers watched and discussed video excerpts from algebra classes over an 8-week period. A framework for noticing student algebraic thinking was created and used to structure the discussions in the video club. The goal was to help participants focus on a range of algebraic thinking as well as help give them a language with which to discuss the algebraic thinking they noticed. A new online video-tagging tool was used to document the development of the teachers' ability to notice student algebraic thinking, as well as to assess the noticing of a group of six preservice teachers not participating in the video club intervention. Results suggest that participating in the video club not only helped teachers attend to more conceptual moments of student algebraic thinking, but helped them learn to reason about the thinking they noticed in deeper ways. Certain aspects of the video club design including the Algebraic Thinking Framework along with specific facilitator moves helped to support this development. These findings have both theoretical and practical implications. This study extends prior work on teacher noticing by helping us understand teacher noticing specifically in the domain of algebra. In addition, this study gives us insight into the aspects of a video club intervention that may support the development of teacher noticing. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:]
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Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A