scholarly journals Supporting Pre-service Mathematics Teachers’ Professional Noticing of Students’ Reasoning About Length

2021 ◽  
Vol 10 (1) ◽  
pp. 50-70
Author(s):  
Busra Caylan Ergene ◽  
Mine Isiksal Bostan
Keyword(s):  
Mathematics Teachers ◽  
Professional Noticing

Analyzing Preservice Mathematics Teachers’ Professional Noticing

2016 ◽  
Vol 38 (4) ◽  
pp. 371-383 ◽  
Author(s):  
Julie M. Amador ◽  
Ingrid Carter ◽  
Rick A. Hudson
Keyword(s):  
Mathematics Teachers ◽  
Professional Noticing ◽  
Preservice Mathematics Teachers

scholarly journals Professional Noticing of Mathematics Teachers: a Comparative Study Between Germany and China

2018 ◽  
Vol 17 (5) ◽  
pp. 943-963 ◽  
Author(s):  
Xinrong Yang ◽  
Gabriele Kaiser ◽  
Johannes König ◽  
Sigrid Blömeke
Keyword(s):  
Comparative Study ◽  
Mathematics Teachers ◽  
Professional Noticing

scholarly journals An analysis of preservice elementary teachers’ professional noticing skills in a mathematics education setting

2020 ◽  
Vol 5 (2) ◽  
Author(s):  
Liza Bondurant ◽  
Lisa Poling ◽  
Diana Moss
Keyword(s):  
Mathematics Education ◽  
Elementary Teachers ◽  
Mathematics Teachers ◽  
Elementary Mathematics ◽  
Preservice Elementary Teachers ◽  
Cognitive Interviews ◽  
Professional Noticing ◽  
Frequency Table

Prospective elementary mathematics teachers (PTs) were asked to analyze 28 videos of cognitive interviews. The purpose of this study was to determine if experiences analyzing videos would lead to improvements in PTs’ professional noticing skills. Using a coding schema that reflected three levels of understanding (periphery, transitional, and accomplished), a frequency table was constructed that allowed PTs’ use and understanding of a noticing framework to be analyzed. Findings indicate that experiences analyzing videos leads to improvements in PTs’ professional noticing skills.

scholarly journals Teacher noticing and its growth toward expertise: an expert–novice comparison with pre-service and in-service secondary mathematics teachers

2021 ◽  
Author(s):  
Anton Bastian ◽  
Gabriele Kaiser ◽  
Dennis Meyer ◽  
Björn Schwarz ◽  
Johannes König
Keyword(s):  
Mathematics Teachers ◽  
Teaching Experience ◽  
Early Career ◽  
Experienced Teachers ◽  
Early Career Teachers ◽  
Teacher Noticing ◽  
Professional Noticing ◽  
Theoretical Approaches ◽  
Career Teachers ◽  
Education And Development

AbstractAlthough strong references to expertise in different theoretical approaches to teacher noticing have been made in the last decades, empirical knowledge about the development of teacher noticing from novice to expert level is scarce. The present study aims to close this research gap by comparing three different groups of mathematics teachers with different degrees of professional teaching experience—pre-service teachers at the master’s level, early career teachers, and experienced teachers—using data sampled in the frame of the research program from the Teacher Education and Development Study in Mathematics (TEDS-M). Furthermore, the construct of teacher noticing is assessed in a differentiated way by analyzing different noticing facets. Findings confirm that three facets of teacher noticing can be empirically distinguished—perception of important classroom events, their interpretation, and decisions regarding further developments. The results reveal a considerable increase in professional noticing between master’s students and practicing teachers. However, in contrast to other studies, among examples from East Asia, a stagnation or decrease in professional noticing between early career teachers and experienced teachers could be observed. Overall, the study highlights the cultural dependency of expertise development regarding teachers’ noticing.

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