Expanding on prior conceptualizations of teacher noticing
Tóm tắt
While recent research demonstrates that teacher noticing is a core construct of teaching, it also raises new questions about this construct. Here, we offer an expanded framework that addresses three key questions. Specifically, we suggest that attending involves not only selecting particular features of instruction to observe, but also disregarding aspects of classroom interactions that are less consequential. In addition, we propose that a stance of inquiry about observed phenomena is central to drawing inferences about observed phenomena. Finally, we extend the boundaries of teacher noticing to include
Từ khóa
Tài liệu tham khảo
Amador, J. M., Males, L. M., Earnest, D., & Dietiker, L. (2017). Curricular noticing: Theory on and practice of teachers’ curricular use. In E. O. Schack, M. H. Fisher, & J. A. Wilhelm (Eds.), Teacher noticing: Bridging and broadening perspectives, contexts, and frameworks (pp. 427–444). New York: Springer International Publishing.
Barnhart, T., & van Es, E. A. (2015). Learning to analyze teaching: Developing pre-service science teachers’ abilities to notice, analyze and respond to student thinking. Teaching and Teacher Education, 45, 83–93.
Berliner, D. C. (1994). Expertise: The wonder of exemplary performances. In J. N. Mangiere & C. C. Block (Eds.), Creating powerful thinking in teachers and students: Diverse perspectives (pp. 161–186). Orlando: Harcourt Brace.
Blömeke, S., Gustafsson, J., & Shavelson, R. (2015). Beyond dichotomies: Competence viewed as a continuum. Zeitschrift für Psychologie, 223(1), 3–13.
Choy, B. H., Thomas, M. O. J., & Yoon, C. (2017). The FOCUS framework: Characterising productive noticing during lesson planning, delivery, and review. In E. O. Schack, M. H. Fisher, & J. A. Wilhelm (Eds.), Teacher noticing: Bridging and broadening perspectives, contexts, and frameworks (pp. 445–466). New York: Springer International Publishing.
Dirkin, G. R. (1983). Cognitive tunneling: Use of visual information under stress. Perceptual and Motor Skills, 56(1), 191–198.
Erickson, F. (1986). Qualitative methods in research on teaching. In M. Wittrockk (Ed.), Handbook of research on teaching (3rd ed., pp. 119–161). New York: MacMillan.
Erickson, F. (2011). On noticing teacher noticing. In M. G. Sherin, V. R. Jacobs, & R. A. Philipp (Eds.), Mathematics teacher noticing: Seeing through teachers’ eyes (pp. 17–34). New York: Routledge.
Franke, M. L., Kazemi, E., & Battey, D. (2007). Mathematics teaching and classroom practice. In F. K. Lester (Ed.), Second handbook of research on mathematics teaching and learning (pp. 225–256). Charlotte: Information Age Publishing.
Gardner, A. L., Mason, C. L., & Matyas, M. L. (1989). Equity, excellence and “Just Plain Good Teaching.” The American Biology Teacher, 51(2), 72–77.
Gaudin, C., & Chaliès, S. (2015). Video viewing in teacher education and professional development: A literature review. Educational Research Review, 16, 41–67.
Gibson, S., & Ross, P. (2016). Teachers’ professional noticing. Theory into Practice, 55(3), 180–188.
Hand, V. (2012). Seeing culture and power in mathematical learning: Toward a model of equitable instruction. Educational Studies in Mathematics, 80(1), 233–247.
Hoth, J., Döhrmann, M., Kaiser, G., Busse, A., König, J., & Blömeke, S. (2016). Diagnostic competence of primary school mathematics teachers during classroom situations. ZDM, 48, 41–53.
Hoth, J., Kaiser, G., Döhrmann, M., König, J., & Blömeke, S. (2018). A situated approach to assess teachers’ professional competencies using classroom videos. In O. Buchbinder & S. Kuntze (Eds.), Mathematics teachers engaging with representations of practice. ICME-13 monographs. Cham: Springer.
Jackson, C., Taylor, C. E., & Buchheister, K. (2018). Seeing mathematics through different eyes: An equitable approach to use with prospective teachers. In T. G. Bartell (Ed.), Toward equity and social justice in mathematics education (pp. 263–285). Cham: Springer.
Jacobs, V. R., Lamb, L. L. C., & Philipp, R. A. (2010). Professional noticing of children’s mathematical thinking. Journal for Research in Mathematics Education, 41, 169–202.
Jacobs, V. R., Lamb, L. L., Philipp, R. A., & Schappelle, B. P. (2011). Deciding how to respond on the basis of children’s understandings. Mathematics teacher noticing: Seeing through teachers’ eyes (pp. 97–116). New York, NY: Routledge.
Jazby, D. (2016). An ecological analysis of mathematics teachers’ noticing. In White, B., Chinnappan, M. & Trenholm, S. (Eds.). Opening up mathematics education research. Proceedings of the 39th Annual Conference of the Mathematics Education Research Group of Australasia, pp. 360–367. Adelaide: MERGA.
Jessup, N. (2018). Understanding Teachers' Noticing of Children's Mathematical Thinking in Written Work from Different Sources. The University of North Carolina at Greensboro.
Jilk, L. (2016). Supporting teacher noticing of students’ mathematical strengths. Mathematics Teacher Educator, 4(2), 188–199.
Johnston, W. A., & Dark, V. J. (1986). Selective attention. Annual Review of Psychology, 37(1), 43–75.
Kahneman, D. (1973). Attention and effort. Englewood Cliffs: Prentice-Hall Inc.
Kersting, N. B., Givvin, K. B., Thompson, B. J., Santagata, R., & Stigler, J. W. (2012). Measuring usable knowledge: Teachers’ analyses of mathematics classroom videos predict teaching quality and student learning. American Educational Research Journal, 49(3), 568–589.
König, J., Blömeke, S., & Kaiser, G. (2015). Early career mathematics teachers’ general pedagogical knowledge and skills: Do teacher education, teaching experience, and working conditions make a difference? International Journal of Science and Mathematics Education, 13, 331–350.
Leinhardt, G. (1989). Math lessons: A contrast of novice and expert competence. Journal for Research in Mathematics Education, 20(1), 52–75.
Leinhardt, G., & Steele, M. D. (2005). Seeing the complexity of standing to the side: Instructional dialogues. Cognition and Instruction, 23(1), 87–163.
Lesgold, A., Rubinson, H., Feltovitch, P., Glaser, R., Klopfer, D., & Wang, Y. (1988). Expertise in a complex skill: Diagnosing X-ray pictures. In M. T. H. Chi, R. Glaser, & M. Farr (Eds.), The nature of expertise (pp. 311–342). Hillsdale: Erlbaum.
Louie, N. (2018). Culture and ideology in mathematics teacher noticing. Educational Studies in Mathematics, 97(1), 55–69.
Mason, J. (2002). Researching your own practice: The discipline of noticing. London: Routledge Falmer.
Mason, J. (2009). Teaching as disciplined inquiry. Teachers and Teaching: Theory and Practice, 15(2), 205–223.
Mason, J. (2011). Noticing: Roots and branches. In M. Sherin, V. Jacobs, & R. Philipp (Eds.), Mathematics teacher noticing: Seeing through teachers’ eyes (pp. 35–50). New York: Routledge.
Miller, K. F. (2011). Situation awareness in teaching: What educators can learn from video-based research in other fields. In M. Sherin, V. Jacobs, & R. Philipp (Eds.), Mathematics teacher noticing: Seeing through teachers’ eyes (pp. 81–95). New York: Routledge.
Miller, K. F., & Zhou, X. (2007). Learning from classroom video: What makes it compelling and what makes it hard. In R. Goldman, R. Pea, B. Barron, & S. J. Derry (Eds.), Video research in the learning sciences (pp. 321–334). Mahwah: Erlbaum.
National Council of Teachers of Mathematics. (2000). Principles and standards for school mathematics. Reston: National Council of Teachers of Mathematics.
Neisser, U. (1976). Cognition and reality: Principles and implications of cognitive psychology. San Francisco: W.H Freeman.
Panchuk, D., & Vickers, J. N. (2006). Gaze behaviours of goaltenders under spatial-temporal constraints. Human Movement Science, 25(6), 733–752.
Reisman, A., Enumah, L., & Jay, L. (2020). Interpretive frames for responding to racially stressful moments in history discussion. Theory & Research in Social Education, 48(3), 321–345.
Rensink, R. A. (2009). Change blindness and Inattentional blindness. Encyclopedia of Consciousness, 47–59.
Russ, R., & Luna, M. (2013). Inferring teacher epistemological framing from local patterns in teacher noticing. Journal of Research in Science Teaching, 50(3), 284–314.
Sánchez-Matamoros, G., Fernández, G., & Llinares, S. (2015). Developing pre-service teachers’ noticing of students’ understanding of the derivative concept. International Journal of Science and Mathematics Education, 13, 1305–1329.
Santagata, R., & Yeh, C. (2014). Learning to teach mathematics and to analyze teaching effectiveness: Evidence from a video- and practice-based approach. Journal of Mathematics Teacher Education, 16, 1–24.
Schack, E., Fisher, M., Thomas, J., Eisenhardt, S., Tassell, J., & Yoder, M. (2013). Prospective elementary school teachers’ professional noticing of children’s early numeracy. Journal of Mathematics Teacher Education, 16, 379–397.
Seidel, T., & Stürmer, K. (2014). Modeling and measuring the structure of professional vision in preservice teachers. American Educational Research Journal, 51(4), 739–771.
Shah, N., & Coles, J. A. (2020). Preparing teachers to notice race in classrooms: Contextualizing the competencies of preservice teachers with antiracist inclinations. Journal of Teacher Education, 1–16.
Sherin, B., & Star, J. R. (2011). Reflections on the study of teacher noticing. In M. G. Sherin, V. R. Jacobs, & R. A. Philipp (Eds.), Mathematics teacher noticing: Seeing through teachers’ eyes (pp. 66–78). New York: Routledge.
Sherin, M. G. (2007). The development of teachers’ professional vision in video clubs. In R. Goldman, R. Pea, B. Barron, & S. Derry (Eds.), Video research in the learning sciences (pp. 383–395). Hillsdale: Erlbaum.
Sherin, M. G. (2017). Exploring the boundaries of teacher noticing. In E. O. Schack, M. H. Fisher, & J. A. Wilhelm (Eds.), Teacher noticing: Bridging and broadening perspectives, contexts, and frameworks (pp. 401–408). New York: Springer International Publishing.
Sherin, M. G., & Han, S. Y. (2004). Teacher learning in the context of a video club. Teaching and Teacher education, 20(2), 163–183.
Sherin, M. G., Jacobs, V. R., & Philipp, R. A. (Eds.). (2011). Mathematics teacher noticing: Seeing through teachers’ eyes. New York: Routledge.
Sherin, M. G., & van Es, E. A. (2009). Effects of video club participation on teachers’ professional vision. Journal of Teacher Education, 60, 20–37.
Smith, M., & Sherin, M. G. (2019). The five practices in practice: Successfully orchestrating mathematical discourse in your middle school classroom. Thousand Oaks: Corwin Press.
Stahnke, R., Schueler, S., & Roesken-Winter, B. (2016). Teachers’ perception, interpretation, and decision-making: A systematic review of empirical mathematics education research. ZDM Mathematics Education, 48(1–2), 1–27.
Stockero, S. L., Leatham, K. R., Van Zoest, L. R., & Peterson, B. E. (2017). Noticing distinctions among and within instances of student mathematical thinking. In E. O. Schack, M. H. Fisher, & J. A. Wilhelm (Eds.), Teacher noticing: Bridging and broadening perspectives, contexts, and frameworks (pp. 467–480). New York: Springer International Publishing.
Sun, J., & van Es, E. A. (2015). An exploratory study of the influence that analyzing teaching has on pre-service teachers’ classroom practice. Journal of Teacher Education, 66(3), 201–214.
Superfine, A. C., Fisher, A., Bragelman, J., & Amador, J. M. (2017). Shifting perspectives on preservice teachers’ noticing of children’s mathematical thinking Teacher noticing: Bridging and broadening perspectives, contexts, and frameworks (pp. 409–426). Berlin: Springer.
Ulusoy, F. (2020). Prospective teachers’ skills of attending, interpreting and responding to content-specific characteristics of mathematics instruction in classroom videos. Teaching and Teacher Education, 94, 103103.
van Es, E. A. (2009). Participants’ roles in the context of a video club. Journal of the Learning Sciences, 18(1), 100–137.
van Es, E. A. (2011). A framework for learning to notice student thinking. In M. G. Sherin, V. Jacobs, & R. Philipp (Eds.), Mathematics teacher noticing: Seeing through teachers’ eyes (pp. 134–151). New York: Routledge.
van Es, E. A., Cashen, M., Barnhart, T., & Auger, A. (2017). Learning to notice mathematics instruction: Using video to develop preservice teachers’ vision of ambitious pedagogy. Cognition and Instruction, 35(3), 165–187.
van Es, E. A., & Sherin, M. G. (2002). Learning to notice: Scaffolding new teachers’ interpretations of classroom interactions. Journal of Technology and Teacher Education, 10(4), 571–596.
van Es, E. A., & Sherin, M. G. (2008). Mathematics teachers’ “learning to notice” in the context of a video club. Teaching and Teacher Education, 24, 244–276.