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Exploring the Boundaries of Teacher Noticing: Commentary

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

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

Abstract

This chapter explores the construct of teacher noticing and asks “What belongs in a theory of teacher noticing?” To begin, the chapter reviews recent conceptualizations of teaching noticing. The chapter then explores how contributions to this monograph push the boundaries of what constitutes teacher noticing and how it operates. In particular, the chapters in this section suggest ways to expand outwards, extending the construct to new applications, and push inwards, introducing distinctions, and proposing additional sub-substructure.

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References

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Author information

Authors and Affiliations

  1. Northwestern University, Evanston, IL, USA

    Miriam Gamoran Sherin

Authors
  1. Miriam Gamoran Sherin
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Correspondence to Miriam Gamoran Sherin .

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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Sherin, M.G. (2017). Exploring the Boundaries of Teacher Noticing: Commentary. 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_23

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  • DOI: https://doi.org/10.1007/978-3-319-46753-5_23

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  • Publisher Name: Springer, Cham

  • Print ISBN: 978-3-319-46752-8

  • Online ISBN: 978-3-319-46753-5

  • eBook Packages: EducationEducation (R0)

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