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From a Framework to a Lens: Learning to Notice Student Mathematical Thinking

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Teacher Noticing: Bridging and Broadening Perspectives, Contexts, and Frameworks

Part of the book series: Research in Mathematics Education ((RME))

Abstract

Teaching is a complex endeavor that necessarily requires teachers to attend to some activities and ignore others. This case study focuses on prospective teachers’ learning to notice student mathematical thinking. We frame our view of noticing with the professional noticing framework (Jacobs, Lamb, & Philipp, in Journal for Research in Mathematics Education 41:169–202, 2010), and our view of student mathematical thinking with the MOST analytical framework (Leatham, Peterson, Stockero, & Van Zoest, in Journal for Research in Mathematics Education 46:88–124, 2015). We share evidence that a research experience that focused prospective teachers in a sustained, intense experience focused on articulating student mathematical thinking through focused video analysis influenced their ability to notice in-the-moment student mathematical thinking during their student teaching experience.

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Notes

  1. 1.

    Although there were other parts of the journal, only responses to this prompt were used as data for this study.

  2. 2.

    We note that we were very liberal in our coding. If student teachers mentioned anything that seemed to indicate an intent to facilitate student thinking it was coded as such. We also acknowledge that analyzing journal entries does not allow us to access the full interaction the student teachers may have envisioned.

  3. 3.

    For this section, the parts of the excerpt related to attending will be highlighted by using italic and the parts of the excerpt related to interpreting will be highlighted by using bold.

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Authors and Affiliations

  1. Brigham Young University, Provo, UT, USA

    Dawn Teuscher, Keith R. Leatham & Blake E. Peterson

Authors
  1. Dawn Teuscher
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  2. Keith R. Leatham
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  3. Blake E. Peterson
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Corresponding author

Correspondence to Dawn Teuscher .

Editor information

Editors and Affiliations

  1. Morehead State University, Morehead, Kentucky, USA

    Edna O. Schack

  2. University of Kentucky, Lexington, Kentucky, USA

    Molly H. Fisher

  3. STEM Education, University of Kentucky, Lexington, Kentucky, USA

    Jennifer A. Wilhelm

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Teuscher, D., Leatham, K.R., Peterson, B.E. (2017). From a Framework to a Lens: Learning to Notice Student Mathematical Thinking. In: Schack, E., Fisher, M., Wilhelm, J. (eds) Teacher Noticing: Bridging and Broadening Perspectives, Contexts, and Frameworks. Research in Mathematics Education. Springer, Cham. https://doi.org/10.1007/978-3-319-46753-5_3

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  • DOI: https://doi.org/10.1007/978-3-319-46753-5_3

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  • Publisher Name: Springer, Cham

  • Print ISBN: 978-3-319-46752-8

  • Online ISBN: 978-3-319-46753-5

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