Secondary Practising Teachers' Professional Noticing of Students' Thinking about Pattern Generalisation

Autor/inn/en	LaRochelle, Raymond; Nickerson, Susan D.; Lamb, Lisa C.; Hawthorne, Casey; Philipp, Randolph A.; Ross, Donna L.
Titel	Secondary Practising Teachers' Professional Noticing of Students' Thinking about Pattern Generalisation
Quelle	In: Mathematics Teacher Education and Development, 21 (2019) 1, S.4-27 (24 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1442-3901
Schlagwörter	Secondary School Teachers; Generalization; Algebra; Mathematical Concepts; Expertise; Thinking Skills; Concept Formation; Faculty Development; Mathematics Teachers; School Districts; Disadvantaged Schools; Cues; Writing (Composition); Learning Strategies; Teacher Student Relationship; Secondary School Students + Suchen Sie Ihr Suchwort? Expert appraisal; Denkfähigkeit; Concept learning; Begriffsbildung; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; School district; Schulbezirk; Stichwort; Schreibübung; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Teacher student relationships; Lehrer-Schüler-Beziehung; Sekundarschüler
Abstract	In this article we describe secondary school practising teachers' professional noticing expertise, which includes (a) attending to the details of students' written or verbal responses, (b) interpreting students' mathematical understandings, and (c) deciding how to respond to students based on their understandings, with a focus on algebraic-pattern generalisation. Quantitative results indicated that the majority of teachers in our study provided evidence that they could attend to the mathematical details of students' thinking. However, the practising secondary school teachers provided less evidence of interpreting students' understandings, and even less of deciding how to respond to students based on those understandings. We present qualitative trends to help mathematics professional developers prepare for the teachers they will support and discuss how these trends might influence work with secondary school practising teachers on noticing student thinking in pattern-generalisation tasks. [Note: The volume number (1) shown on the PDF is incorrect. The correct citation is v21 n1.] (As Provided).
Anmerkungen	Mathematics Education Research Group of Australasia. GPO Box 2747, Adelaide SA 5001, Australia. Tel: +61-8-8363-0288; Fax: +61-8-8362-9288; e-mail: mted@merga.net.au; Web site: http://www.merga.net.au/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01