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ERIC Number: EJ1165806
Record Type: Journal
Publication Date: 2017
Pages: 23
Abstractor: As Provided
ISSN: ISSN-1062-9017
Noticing and Knowledge: Exploring Theoretical Connections between Professional Noticing and Mathematical Knowledge for Teaching
Thomas, Jonathan; Jong, Cindy; Fisher, Molly H.; Schack, Edna O.
The Mathematics Educator, v26 n2 p3-25 2017
For the past two decades, the development of preservice elementary teachers' mathematical knowledge and skills has been central to mathematics education research. Two frameworks that researchers have drawn upon to examine such development are mathematical knowledge for teaching and professional noticing (of children's mathematical thinking). We have identified shared theoretical space between these two frameworks, and we hypothesize that effective professional noticing occurs at the intersection of developed mathematical knowledge for teaching and a high level of responsiveness with respect to the mathematical activities of students.
Mathematics Education Student Association, University of Georgia. 105 Aderhold Hall, Athens, GA 30602. Tel: 706-542-4194; Fax: 706-542-4551; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: National Science Foundation (NSF)
Authoring Institution: N/A
Grant or Contract Numbers: 1043667; 1043656; 1043831