Noticing before Responding

View More View Less
  • 1 University of Idaho
  • 2 Kennesaw State University, Georgia
  • 3 Boston University, Massachusetts

This article provides a framework for integrating professional noticing into teachers' practice as a means to support instructional decisions. An illustrative example is included based on actual use with secondary students.

Footnotes

A framework—and an illustrative example adapted from use in a secondary classroom—for integrating professional noticing into teachers' practices supports instructional decisions.

Mathematics Teacher: Learning and Teaching PK-12
  • Castro Superfine, Alison, Amanda Fisher, John Bragelman, and Julie Amador. 2017. “Shifting Perspectives on Preservice Teachers' Noticing of Children's Mathematical Thinking.” In Building Perspectives of Teacher Noticing, edited by Edna Schack, Molly Fisher, and Jennifer Wilhelm, pp. 40926. New York: Springer.

    • Search Google Scholar
    • Export Citation
  • Castro Superfine, Alison, Wenjuan Li, John Bragelman, and Amanda Fisher. 2015. “Examining the Use of Video to Support Preservice Elementary Teachers' Noticing of Children's Thinking.Journal of Technology and Teacher Education 23 (2): 13757.

    • Search Google Scholar
    • Export Citation
  • Dietiker, Leslie, Judith Kysh, Thomas Sallee, and Brian Hoey. 2007. Geometry Connections, 3.1 version. Sacramento, CA: CPM Educational Program.

    • Search Google Scholar
    • Export Citation
  • Erickson, Frederick. 2011. “On Noticing Teacher Noticing.” In Mathematics Teacher Noticing: Seeing through Teachers' Eyes, edited by Miriam Sherin, Victoria Jacobs, and Randy Philipp, pp. 1734. New York: Routledge.

    • Search Google Scholar
    • Export Citation
  • Glassmeyer, David, Aaron Brakoniecki, and Julie Amador. 2019. “Promoting Uncertainty to Support Preservice Teachers' Reasoning about the Tangent Relationship.International Journal of Mathematical Education in Science and Technology 50 (4): 52756. doi:10.1080/0020739X.2018.1527405.

    • Search Google Scholar
    • Export Citation
  • Jacobs, Victoria, Lisa Lamb, and Randolph Philipp. 2010. “Professional Noticing of Children's Mathematical Thinking.Journal for Research in Mathematics Education 41, no. 2 (March): 169202.

    • Search Google Scholar
    • Export Citation
  • Mason, John. 2002. Researching Your Own Practice: The Discipline of Noticing. New York: Routledge.

  • Nickerson, Susan, Lisa Lamb, and Raymond LaRochelle. 2017. “Challenges in Measuring Secondary Mathematics Teachers' Professional Noticing of Students' Mathematical Thinking.” In Building Perspectives of Teacher Noticing, edited by Edna Schack, Molly Fisher, and Jennifer Wilhelm, pp. 38198. New York: Springer.

    • Search Google Scholar
    • Export Citation
  • Schoenfeld, Alan H. 2015. “Summative and Formative Assessments in Mathematics Supporting the Goals of the Common Core Standards.Theory into Practice 54 (3): 18394.

    • Search Google Scholar
    • Export Citation
  • Smith, Margaret, and Mary Kay Stein. 2011. 5 Practices for Orchestrating Productive Mathematical Discourse. Reston, VA: National Council of Teachers of Mathematics.

    • Search Google Scholar
    • Export Citation
  • van Es, Elizabeth, and Miriam Sherin. 2008. “Mathematics Teachers ‘Learning to Notice’ in the Context of a Video Club.Teaching and Teacher Education 24 (2): 24476.

    • Search Google Scholar
    • Export Citation
  • Weiland, Ingrid, Rick Hudson, and Julie Amador. 2014. “Preservice Formative Assessment Interviews: The Development of Competent Questioning.International Journal of Science and Mathematics Education 12 (2): 32952. doi:10.1007/s10763-013-9402-3.

    • Search Google Scholar
    • Export Citation

Metrics

All Time Past Year Past 30 Days
Abstract Views 280 280 28
Full Text Views 490 490 58
PDF Downloads 216 216 16
EPUB Downloads 0 0 0