In the elementary mathematics classroom, the pursuit of meaning may take many forms, including how we communicate with our physical movements. Often, mathematical communication is organized around verbalization. For example, teachers are often encouraged to facilitate productive mathematical discourse among students (CCSSI 2010; Stein et al. 2008). Similarly, the spoken words of the teacher carry great importance as she or he elects to revoice certain strategies as stated and perhaps verbally modify the language of others to enhance their clarity for the entire class. Such verbal interactions are, indeed, quite important regarding the construction of meaning; but we cannot neglect the nonverbal, physical manner in which we communicate with students. As we will see in subsequent examples, such nonverbal communication plays a role in students' construction of mathematical arguments and critiquing the reasoning of others—the third of the Common Core's (CCSSI 2010, pp. 6-7) Standards for Mathematical Practice (SMP 3)—as well as teachers' facilitation of meaningful mathematical discourse—the fourth of NCTM's Mathematics Teaching Practices (NCTM 2014, p. 10). To put it succinctly, it is well worth our while to consider how we, as a learning community, talk with our hands.
Explore different ways that gestures may influence particular mathematical situations
Jonathan N. Thomas
Jonathan N. Thomas and David M. Dueber
Through the use of rich examples, we examine the non-verbal ways in which teachers and students may communicate with one another. We will explore how gesture may be used to clarify and enrich interactions in the mathematics classroom.
Jonathan N. Thomas and Pamela D. Tabor
Use these descriptions of diagnostic and instructional tools to help young learners move beyond reliance on physical materials to negotiate arithmetic tasks.
Jonathan N. Thomas, Pamela D. Tabor and Robert J. Wright
Whether working side by side with your colleagues—or miles apart—sharing observations of youngsters' understanding of Number and Operations has important implications for your instructional practices.
Jonathan N. Thomas, Sara Eisenhardt, Molly H. Fisher, Edna O. Schack, Janet Tassell and Margaret Yoder
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.
Edna O. Schack, Molly H. Fisher and Jonathan N. Thomas
“Noticing matters” (p. 223). Through these words in the concluding chapter, Alan Schoenfeld succinctly captures the theme of this seminal book, Mathematics Teacher Noticing: Seeing Through Teachers' Eyes. The book received the American Education Research Association 2013 Exemplary Research in Teaching and Teacher Education Award. It addresses a variety of meanings and interpretations of teacher noticing from Dewey's earlier work of inner and outer attention to more specific variations such as that of professional noticing, as defined by Jacobs, Lamb, and Philipp. Chapter contributors have provided the foundation and framing of teacher noticing as a construct for studying and improving teaching.