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ERIC Number: EJ1122987
Record Type: Journal
Publication Date: 2016
Pages: 13
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0162-6620
EISSN: N/A
Analyzing Preservice Mathematics Teachers' Professional Noticing
Amador, Julie M.; Carter, Ingrid; Hudson, Rick A.
Action in Teacher Education, v38 n4 p371-383 2016
Recent research in mathematics education has highlighted the importance of teachers' abilities to professionally notice students' thinking. This study examined what preservice teachers professionally notice during lesson study to further describe their attention to students' mathematical thinking, their interpretations about students' reasoning, and the resulting decisions they make. Findings indicate preservice teachers commonly provided evaluative comments but were able to engage in some instances of more advanced Noticing in which they detailed students' strategies and analyzed evidence of student thinking to formulate interpretations about mathematical thinking. Analysis of these findings resulted in a framework for analyzing the content of focused and extended professional Noticing.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: National Science Foundation (NSF)
Authoring Institution: N/A
Grant or Contract Numbers: 0732143