Professional Noticing: Developing Responsive Mathematics Teaching

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Jonathan N. Thomas
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Sara Eisenhardt
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Molly H. Fisher
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Edna O. Schack
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Janet Tassell
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Margaret Yoder
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Learn how to coordinate the use of CCSSM with this emerging framework to attend to children's actions, make interpretations, and respond with robust instruction.

Supplementary Materials

    • Supplemental Materials (PDF 116 KB)

Contributor Notes

All the authors are mathematics educators at their respective universities in the Commonwealth of Kentucky: Jonathan N. Thomas, thomasj13@nku.edu, Northern Kentucky University and the Kentucky Center for Mathematics in Highland Heights

Sara Eisenhardt, eisenhards1@nku.edu, Northern Kentucky University in Highland Heights

Molly H. Fisher, molly.fisher@uky.edu, University of Kentucky in Lexington

Edna O. Schack, e.schack@moreheadstate.edu, Morehead State University in Morehead

Janet Tassell, janet.tassell@wku.edu, Western Kentucky University in Bowling Green

Margaret Yoder, margaret.yoder@eku.edu, Eastern Kentucky University in Richmond. This team of researchers is also known as the Preservice Teacher Preparation (PTP) Collaborative of Kentucky. They study the Stages of Early Arithmetic Learning within the context of professional noticing of preservice elementary school teachers.

(Corresponding author is Thomas thomasj13@nku.edu)
(Corresponding author is Eisenhardt eisenhards1@nku.edu)
(Corresponding author is Fisher molly.fisher@uky.edu)
(Corresponding author is Schack e.schack@moreheadstate.edu)
(Corresponding author is Tassell janet.tassell@wku.edu)
(Corresponding author is Yoder margaret.yoder@eku.edu)
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