Professional Noticing: Developing Responsive Mathematics Teaching

Author:
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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Volume/Issue:
Volume 21: Issue 5
Page(s):
294–303
DOI:
https://doi.org/10.5951/teacchilmath.21.5.0294
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Supplementary Materials

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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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Teaching Children Mathematics
Cover Teaching Children Mathematics
Copyright:
The National Council of Teachers of Mathematics, Inc. All rights reserved. 2014
Page Count:
10
Article Category:
Research Article
Print Publication Date:
01 Dec 2014
Online Publication Date:
Dec 2014
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