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ERIC Number: EJ1216030
Record Type: Journal
Publication Date: 2019
Pages: 25
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1442-3901
Patterns Linking Interpreting and Deciding How to Respond during the Launch of a Lesson: Noticing from an Integrated Perspective
Wieman, Rob; Webel, Corey
Mathematics Teacher Education and Development, v21 n1 p28-50 2019
Researchers have generated a powerful framework that identifies three aspects of noticing students' mathematical thinking: attending to, interpreting, and deciding how to respond to student thinking. Previous research has tended to focus on evaluating how "well" teachers engaged in noticing, and how "well" they connected the different aspects of noticing. We describe a complementary way of studying the connections between different aspects of noticing, one that stresses the "content" of teachers noticing. We report on a study in which participants were shown depictions of students reacting to the launch of a complex task. Participants then chose among a variety of possible interpretations and teacher responses. We found that participants displayed patterns in how they decided to respond to specific interpretations. We describe some of these patterns, as well as similarities and differences between secondary and elementary mathematics teachers. We argue that developing nonhierarchical categories for interpreting and deciding how to respond to student thinking, and describing patterns linking them, reflects how teachers engage in noticing and support teachers in learning how to notice more effectively. [Note: The volume number (1) shown on the PDF is incorrect. The correct citation is v21 n1.]
Mathematics Education Research Group of Australasia. GPO Box 2747, Adelaide SA 5001, Australia. Tel: +61-8-8363-0288; Fax: +61-8-8362-9288; e-mail: mted@merga.net.au; Web site: http://www.merga.net.au/
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Secondary Education; Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: National Science Foundation (NSF)
Authoring Institution: N/A
Grant or Contract Numbers: DRL1316241; ESI0353285; DRL0918425; DRL1420102