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Probing Beneath the Surface of Experience

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

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

Abstract

Using a phenomenological stance which values lived experience, I probe beneath the surface of data presented as descriptive accounts-of incidents by focusing on attention. This includes both what is being attended to, and the form of that attention. Practical actions are proposed which can afford access into the lived experience of others, by asking oneself what someone would need to be attending to, and how, in order to say what they say and do what they do. This pedagogic action can function as a research tool for analysis of what subjects say and do.

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Authors and Affiliations

  1. University of Oxford, Oxford, UK

    John Mason

  2. Open University, Milton Keynes, UK

    John Mason

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  1. John Mason
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Correspondence to John Mason .

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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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Mason, J. (2017). Probing Beneath the Surface of Experience. 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_1

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  • DOI: https://doi.org/10.1007/978-3-319-46753-5_1

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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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