Professional noticing coherence: exploring relationships between component processes

Jonathan Thomas; David Dueber; Molly H. Fisher; Cindy Jong; Edna O. Schack

doi:10.1080/10986065.2021.1977086

Professional noticing coherence: exploring relationships between component processes

Jonathan Thomas, David Dueber, Molly H. Fisher, Cindy Jong, Edna O. Schack

Research output: Contribution to journal › Article › peer-review

9 Scopus citations

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
Pages (from-to)	361-379
Number of pages	19
Journal	Mathematical Thinking and Learning
Volume	25
Issue number	4
DOIs	https://doi.org/10.1080/10986065.2021.1977086
State	Published - 2023

Bibliographical note

Publisher Copyright:
© 2021 Taylor & Francis Group, LLC.

Funding

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.

Funders	Funder number
U.S. Department of Energy Chinese Academy of Sciences Guangzhou Municipal Science and Technology Project Oak Ridge National Laboratory Extreme Science and Engineering Discovery Environment National Science Foundation National Energy Research Scientific Computing Center National Natural Science Foundation of China	1431631, 1431133, 1043831, 1043656, 1043667, 1431098
U.S. Department of Energy Chinese Academy of Sciences Guangzhou Municipal Science and Technology Project Oak Ridge National Laboratory Extreme Science and Engineering Discovery Environment National Science Foundation National Energy Research Scientific Computing Center National Natural Science Foundation of China

Keywords

Teacher noticing
numeracy
preservice teachers
teacher practice

ASJC Scopus subject areas

General Mathematics
Education
Developmental and Educational Psychology

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10.1080/10986065.2021.1977086

Cite this

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Professional noticing coherence: exploring relationships between component processes

Abstract

Bibliographical note

Funding

Keywords

ASJC Scopus subject areas

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