The role of attention in expert classroom practice
Rent the article at a discountRent now
* Final gross prices may vary according to local VAT.Get Access
In this paper we outline a new theoretical model of expert practice that identifies the importance of attentional skills. We report on a small-scale pilot study of the classroom practice of experienced teachers of mathematics based on this model, through which a method of articulating aspects of classroom practice has been developed. This study took place in England, where current policy in teacher education places considerable emphasis on lesson planning. Our study raises issues about the relationships between the different kinds of knowledge that we see as constituting expert practice.
- Askew, M. (2004). Objectives driven lessons in primary schools; cart before the horse? In O. McNamara (Ed.), Proceedings of the British Society for Research into Learning Mathematics, (Vol. 24(1), pp. 61–68). London: BSRLM
- Ball, D. (1991). Shea Numbers (a video package). East Lancing MI: Math Project, Michigan State University.
- Brousseau, G. (1997). Theory of didactical situations in mathematics. Dortrecht: Kluwer.
- Brown, S., & McIntyre, D. (1993). Making sense of teaching. Buckingham: Open University Press.
- Calderhead, J. (1984). Teachers’ classroom decision making. London: Holt.
- DfEE (1999). National numeracy strategy. London: DfEE Publications.
- Edwards, A., & Protheroe, L. (2003) Learning to see in classrooms: What are student teachers learning about teaching and learning while learning to teach in schools? British Educational Research Journal, 29(2), 227–242. CrossRef
- Even, R., & Tirosh, D. (1995) Subject matter knowledge and knowledge about students as sources of teacher presentation of the subject matter. Educational Studies in Mathematics, 29, 1–20. CrossRef
- Even, R., & Tirosh, D. (2002). Teacher knowledge and understanding of students’ mathematical learning. In L. English (Ed.), Handbook of international research in mathematics education (pp.␣219–240). Mahwah, New Jersey: Lawrence Earlbaum Associates.
- Jaworski, B. (1988). 'Is’ versus 'seeing as’: constructivism and the mathematics classroom. In D.␣Pimm (Ed.), Mathematics teachers and children. London: Hodder and Stoughton.
- Jaworski, B. (1994). Investigating mathematics teaching: a constructivist enquiry. London: Falmer Press.
- Lampert, M. (1990) When the problem is not the question and the solution is not the answer: Mathematical knowing and teaching. American Educational Research Journal, 27, 29–63. CrossRef
- Lave, J., & Wenger, E. (1991). Situated Learning: legitimate peripheral participation. Cambridge: Cambridge University Press.
- Leinhardt, G., & Greeno, J. G. (1986). The cognitive skill of teaching. Journal of Educational Psychology, 78(2), 75–95. CrossRef
- Luntley, M. (2002) Knowing how to manage: expertise and embedded knowledge. Reason in Practice, 2(3), 3–14.
- Luntley, M. (2003) Ethics in the face of uncertainty—judgement not rules. Business Ethics: A European Review, 12, 325–333. CrossRef
- Luntley, M. (2004). Growing awareness. Journal of Philosophy of Education, 38(1), 1–20. CrossRef
- Luntley, M. (2005). The character of learning. Educational Philosophy & Theory, 37(5), 689–704. CrossRef
- Margolinas, C., Coulange, L., & Bessot, A. (2005). What can teachers learn in the classroom? Educational Studies in Mathematics, 59, 205–234. CrossRef
- Mason, J. (1998). Enabling teachers to be real teachers: necessary levels of awareness and structure of attention. Journal of Mathematics Teacher Education, 1(3), 241–360. CrossRef
- Mason, J. (2002). Researching your own practice: The discipline of noticing. London: RoutledgeFalmer.
- Mason, J., & Spence, M. (1999). Beyond mere knowledge of mathematics: The importance of knowing-to act in the moment. Educational Studies in Mathematics, 38, 135–161. CrossRef
- Peterson, P. L., & Clark, C. M. (1978). Teachers’ reports of their cognitive processes during teaching. American Educational Research Journal, 15, 555–565. CrossRef
- Schoenfeld, A. (1998). Toward a theory of teaching-in-context. Issues in Education, 4(1), 1–94. CrossRef
- Shulman, L. S. (1987). Knowledge and teaching: Foundations of the new reform. Harvard Educational Review, 579(1), 1–22.
- Thompson, A. (1992). Teachers’ beliefs and conceptions: A synthesis of the research. In D. A. Grouws (Ed.), Handbook of research on mathematics teaching and learning. New York: Macmillan.
- Teacher Training Agency (TTA) (2003). Qualifying to teach. London: TTA Publications.
- The role of attention in expert classroom practice
Journal of Mathematics Teacher Education
Volume 10, Issue 1 , pp 3-22
- Cover Date
- Print ISSN
- Online ISSN
- Kluwer Academic Publishers
- Additional Links
- Teacher knowledge
- Expert practice