Noticing Aloud: Uncovering Mathematics Teacher Noticing in the Moment

Author:
Jen Munson Northwestern University

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Volume/Issue:
Volume 8: Issue 2
Page(s):
25–36
DOI:
https://doi.org/10.5951/MTE-2019-0006
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Subjects:
Grade(s) or Audience, Grades PK-2, Grades 3-5
Keywords:
Teacher noticing; Coaching; Inservice teachers

Understanding mathematics teacher noticing has been the focus of a growing body of research, in which student work and classroom videos are often used as artifacts for surfacing teachers’ cognitive processes. However, what teachers notice through reflecting on artifacts of teaching may not be parallel to what they notice in the complex and demanding environment of the classroom. This article used a new technique, side-by-side coaching, to uncover teacher noticing in the moment of instruction. There were 21 instances of noticing aloud during side by side coaching which were analyzed and classified, yielding 6 types of teacher noticing aloud, including instances in which teachers expressed confidence, struggle, and wonder. Implications for coaching and future research on teacher noticing are discussed.

Contributor Notes

Jen Munson, School of Education and Social Policy, Northwestern University, Annenberg Hall Room 309, 2120 Campus Dr, Evanston, IL 60208; jmunson@northwestern.edu

(Corresponding author is Munson jmunson@northwestern.edu)
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Copyright:
The National Council of Teachers of Mathematics, Inc. All rights reserved. 2020
Page Count:
12
Article Category:
Research Article
Print Publication Date:
01 Mar 2020
Online Publication Date:
Mar 2020
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