Do You Notice What I Notice? Productive Mediums for Teacher Noticing [Konferenzbericht] Paper presented at the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (37th, East Lansing, MI, Nov 5-8, 2015).

Autor/in	Wickstrom, Megan H.
Titel	Do You Notice What I Notice? Productive Mediums for Teacher Noticing [Konferenzbericht] Paper presented at the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (37th, East Lansing, MI, Nov 5-8, 2015).
Quelle	(2015), (8 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Case Studies; Mathematics Instruction; Elementary School Teachers; Mathematical Logic; Teaching Styles; Teaching Models; Teaching Methods; Educational Strategies; Beliefs; Knowledge Base for Teaching; Video Technology; Protocol Analysis; Interviews; Thinking Skills; Interaction Process Analysis; Observation + Suchen Sie Ihr Suchwort? Case study; Fallstudie; Case Study; Mathematics lessons; Mathematikunterricht; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Mathematical logics; Mathematische Logik; Lehrstil; Unterrichtsstil; Lehrmodell; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrstrategie; Belief; Glaube; Teaching theory; Theory of teaching; Unterrichtstheorie; Interviewing; Interviewtechnik; Denkfähigkeit; Prozessanalyse; Beobachtung
Abstract	This article is a report on the findings of three case studies that focused on elementary teachers' in-the-moment noticing across a month of instruction. Extending Jacobs and her colleagues' framework (Jacobs, Lamb, and Philipp, 2010), this articles categorizes the mediums (i.e., written accounts, verbal interactions, physical strategies) by which the teachers attended to their students' mathematical reasoning. Even though the teachers taught similar lessons, they attended to students' actions through different mediums. These mediums reflected and often aligned with individual teaching practices and routines. More interestingly, the teachers' preferred medium was also the most productive for them in terms of discussing students' understanding and informing instructional decisions. [For the complete proceedings, see ED583989.] (As Provided).
Anmerkungen	North American Chapter of the International Group for the Psychology of Mathematics Education. e-mail: pmena.steeringcommittee@gmail.com; Web site: http://www.pmena.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01