Mathematics Teacher Noticing Seeing Through Teachers' Eyes
Mathematics Teacher Noticing is the first book to examine research on the particular type of noticing done by teachers---how teachers pay attention to and make sense of what happens in the complexity of instructional situations. In the midst of all that is happening in a classroom, where do mathemat...
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| Médium: | E-kniha Kniha |
| Jazyk: | English |
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Oxford
Routledge
2011
Taylor and Francis Taylor & Francis Taylor & Francis Group |
| Vydanie: | 1 |
| Edícia: | Studies in Mathematical Thinking and Learning Series |
| Predmet: | |
| ISBN: | 9780415878630, 0415878632, 9780415878623, 0415878624, 9781136838217, 020383271X, 113683821X, 9781136838255, 1136838252, 9780203832714, 9781136838262, 1136838260 |
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| Abstract | Mathematics Teacher Noticing is the first book to examine research on the particular type of noticing done by teachers---how teachers pay attention to and make sense of what happens in the complexity of instructional situations. In the midst of all that is happening in a classroom, where do mathematics teachers look, what do they see, and what sense do they make of it? This groundbreaking collection begins with an overview of the construct of noticing and the various historical, theoretical, and methodological perspectives on teacher noticing. It then focuses on studies of mathematics teacher noticing in the context of teaching and learning and concludes by suggesting links to other constructs integral to teaching. By collecting the work of leaders in the field in one volume, the editors present the current state of research and provide ideas for how future work could further the field. |
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| AbstractList | Mathematics Teacher Noticing is the first book to examine research on the particular type of noticing done by teachers---how teachers pay attention to and make sense of what happens in the complexity of instructional situations. In the midst of all that is happening in a classroom, where do mathematics teachers look, what do they see, and what sense do they make of it? This groundbreaking collection begins with an overview of the construct of noticing and the various historical, theoretical, and methodological perspectives on teacher noticing. It then focuses on studies of mathematics teacher noticing in the context of teaching and learning and concludes by suggesting links to other constructs integral to teaching. By collecting the work of leaders in the field in one volume, the editors present the current state of research and provide ideas for how future work could further the field.
Section I: Introduction
1. Situating the Study of Teacher Noticing, Miriam Gamoran Sherin, Victoria R. Jacobs, Randolph A. Philipp
Section II: Foundations of Teacher Noticing
2. On Noticing Teacher Noticing, Frederick Erickson
3. Noticing: Roots and Branches, John Mason
4. Situation Awareness in Teaching: What Educators Can Learn From Video-Based Research in Other Fields, Kevin F. Miller
5. Reflections on the Study of Teacher Noticing, Bruce Sherin and Jon Star
6. Accessing Mathematics Teachers’ In-the-Moment Noticing, Miriam Gamoran Sherin, Rosemary S. Russ, and Adam A. Colestock
Section III: Studies of Mathematics Teacher Noticing
7. Deciding How to Respond on the Basis of Children's Understandings, Victoria R. Jacobs, Lisa L. C. Lamb, Randolph A. Philipp, and Bonnie P. Schappelle
8. Using Video to Improve Preservice Mathematics Teachers' Abilities to Attend to Classroom Features: A Replication Study, Jon R. Star, Kathleeen Lynch and, Natasha Perova
9. A Framework for Learning to Notice Student Thinking, Elizabeth A. van Es
10. From Teacher Noticing to a Framework for Analyzing and Improving Classroom Lessons, Rossella Santagata
11. Using Classroom Artifacts to Focus Teachers' Noticing: Affordances and Opportunities, Lynn T. Goldsmith and Nanette Seago
12. Noticing Leaders’ Thinking About Videocases of Teachers Engaged in Mathematics Tasks in Professional Development, Elham Kazemi, Rebekah Elliott, Judith Mumme, Cathy Carroll, Kristin Lesseig, and Megan Kelley-Peterson
13. Examining the Behavior of Operations: Noticing Early Algebraic Ideas, Deborah Schifter
Section IV: Conclusion
14. Noticing Matters. A Lot. Now What? Alan H. Schoenfeld
Miriam Gamoran Sherin is an Associate Professor of Learning Sciences in the School of Education and Social Policy at Northwestern University.
Victoria R. Jacobs is an Associate Professor of Mathematics Education in the School of Teacher Education and a member of the Center for Research in Mathematics and Science Education at San Diego State University.
Randolph A. Philipp is a Professor of Mathematics Education in the School of Teacher Education and a member of the Center for Research in Mathematics and Science Education at San Diego State University. Mathematics Teacher Noticingis the first book to examine research on the particular type of noticing done by teachers---how teachers pay attention to and make sense of what happens in the complexity of instructional situations. In the midst of all that is happening in a classroom, where do mathematics teachers look, what do they see, and what sense do they make of it? This groundbreaking collection begins with an overview of the construct of noticing and the various historical, theoretical, and methodological perspectives on teacher noticing. It then focuses on studies of mathematics teacher noticing in the context of teaching and learning and concludes by suggesting links to other constructs integral to teaching. By collecting the work of leaders in the field in one volume, the editors present the current state of research and provide ideas for how future work could further the field. Mathematics Teacher Noticing is the first book to examine research on the particular type of noticing done by teachers---how teachers pay attention to and make sense of what happens in the complexity of instructional situations. In the midst of all that is happening in a classroom, where do mathematics teachers look, what do they see, and what sense do they make of it? This groundbreaking collection begins with an overview of the construct of noticing and the various historical, theoretical, and methodological perspectives on teacher noticing. It then focuses on studies of mathematics teacher noticing in the context of teaching and learning and concludes by suggesting links to other constructs integral to teaching. By collecting the work of leaders in the field in one volume, the editors present the current state of research and provide ideas for how future work could further the field. This is the first book to examine research on mathematics teacher noticing---how teachers pay attention to and make sense of what happens in the complexity of instructional situations. Mathematics Teacher Noticing is the first book to examine research on the particular type of noticing done by teachers---how teachers pay attention to and make sense of what happens in the complexity of instructional situations. In the midst of all that is happening in a classroom, where do mathematics teachers look, what do they see, and what sense do they make of it? This groundbreaking collection begins with an overview of the construct of noticing and the various historical, theoretical, and methodological perspectives on teacher noticing. It then focuses on studies of mathematics teacher noticing in the context of teaching and learning and concludes by suggesting links to other constructs integral to teaching. By collecting the work of leaders in the field in one volume, the editors present the current state of research and provide ideas for how future work could further the field. The Open Access version of this book, available at http://www.taylorfrancis.com, has been made available under a Creative Commons [Attribution-Non Commercial-No Derivatives (CC-BY-NC-ND)] 4.0 license. |
| Author | Miriam Sherin Vicki Jacobs Randy Philipp |
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| Snippet | Mathematics Teacher Noticing is the first book to examine research on the particular type of noticing done by teachers---how teachers pay attention to and make... This is the first book to examine research on mathematics teacher noticing---how teachers pay attention to and make sense of what happens in the complexity of... Mathematics Teacher Noticingis the first book to examine research on the particular type of noticing done by teachers---how teachers pay attention to and make... Mathematics Teacher Noticing is the first book to examine research on the particular type of noticing done by teachers—-how teachers pay attention to and make... |
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| SubjectTerms | childrens Children’s Mathematical Thinking Classroom Events Classroom Lesson Classroom Video Clip club development Education Fritzen Higher education, tertiary education mathematical Mathematical Thinking Mathematics Mathematics -- Study and teaching (Elementary) Mathematics -- Study and teaching (Middle school) Nonfiction NRC Pedagogical Content Knowledge Preservice Secondary Mathematics Teachers Preservice Teachers professional Professional Development Professional Development Sessions Schools and pre-schools Secondary schools Society and Social Sciences Sociomathematical Norms student Student Thinking Teacher Noticing Teacher training teachers Teachers & Teacher Education Teaching Methods & Materials Teaching of a specific subject thinking TIMSS van Van Es video Written Student Work |
| SubjectTermsDisplay | Education. Electronic books. Nonfiction. |
| Subtitle | Seeing Through Teachers' Eyes |
| TableOfContents | Cover -- Half Title -- Series Page -- Title Page -- Copyright Page -- Dedication -- Table of Contents -- List of Figures -- List of Tables -- List of Contributors -- Foreword -- Preface -- Acknowledgments -- Section I: Introduction -- Chapter 1: Situating the Study of Teacher Noticing -- Section II: Foundations of Teacher Noticing -- Chapter 2: On Noticing Teacher Noticing -- Chapter 3: Noticing: Roots and Branches -- Chapter 4: Situation Awareness in Teaching: What Educators Can Learn From Video-Based Research in Other Fields -- Chapter 5: Reflections on the Study of Teacher Noticing -- Chapter 6: Accessing Mathematics Teachers' In-the-Moment Noticing -- Section III: Studies of Mathematics Teacher Noticing -- Chapter 7: Deciding How to Respond on the Basis of Children's Understandings -- Chapter 8: Using Video to Improve Preservice Mathematics Teachers' Abilities to Attend to Classroom Features: A Replication Study -- Chapter 9: A Framework for Learning to Notice Student Thinking -- Chapter 10: From Teacher Noticing to a Framework for Analyzing and Improving Classroom Lessons -- Chapter 11: Using Classroom Artifacts to Focus Teachers' Noticing: Affordances and Opportunities -- Chapter 12: Noticing Leaders' Thinking About Videocases of Teachers Engaged in Mathematics Tasks in Professional Development -- Chapter 13: Examining the Behavior of Operations: Noticing Early Algebraic Ideas -- Section IV: Conclusion -- Chapter 14: Noticing Matters. A Lot. Now What? -- Author Index -- Subject Index |
| Title | Mathematics Teacher Noticing |
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