Abstract
Teacher noticing and related variants have ascended in prominence among the mathematics education research community. While the component processes of such noticing (e.g., attending, interpreting and deciding) have been cast as interrelated, capturing the relationships amongst the components has been more elusive. We focused on the component processes of teacher noticing with particular attention given to interrelatedness. Specifically, we were interested in how and the extent to which the component processes of professional noticing (attending, interpreting, deciding) are thematically connected when preservice elementary teachers are engaged in an assessment approximating professional noticing. We refer to this thematic linkage in this paper as coherence. Our findings suggest a complex interplay between the creation and continuation of themes when enacting professional noticing, and the quality of such noticing.
| Original language | English |
|---|---|
| Journal | Mathematical Thinking and Learning |
| DOIs | |
| State | Accepted/In press - 2021 |
Bibliographical note
Funding Information:This research was supported by two collaborative grants from the National Science Foundation 1) Transforming Undergraduate Education in STEM (TUES) Program Award # 1043667, 1043656, 1043831 and 2) Improving Undergraduate STEM Education (IUSE) Program Award # 1431133, 1431631, 1431098. The opinions expressed herein are those of the authors and do not necessarily reflect views of the NSF.
Publisher Copyright:
© 2021 Taylor & Francis Group, LLC.
Keywords
- Teacher noticing
- numeracy
- preservice teachers
- teacher practice
ASJC Scopus subject areas
- Mathematics (all)
- Education
- Developmental and Educational Psychology