Patterns Linking Interpreting and Deciding How to Respond during the Launch of a Lesson: Noticing from an Integrated Perspective

Autor/inn/en	Wieman, Rob; Webel, Corey
Titel	Patterns Linking Interpreting and Deciding How to Respond during the Launch of a Lesson: Noticing from an Integrated Perspective
Quelle	In: Mathematics Teacher Education and Development, 21 (2019) 1, S.28-50 (25 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1442-3901
Schlagwörter	Teaching Methods; Guidelines; Metacognition; Mathematics Instruction; Thinking Skills; Mathematics Skills; Teacher Student Relationship; Elementary School Teachers; Secondary School Teachers; Mathematics Teachers; Student Attitudes; Pedagogical Content Knowledge; Preservice Teachers; Methods Courses; Teacher Response; Classroom Communication; Computer Assisted Instruction; Computer Software + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Richtlinien; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Mathematics lessons; Mathematikunterricht; Denkfähigkeit; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Teacher student relationships; Lehrer-Schüler-Beziehung; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Mathematics; Mathematik; Schülerverhalten; Pädagogische Kompetenz; Methodisch-didaktische Anleitung; Lehrerkommentar; Klassengespräch; Computer based training; Computerunterstützter Unterricht
Abstract	Researchers have generated a powerful framework that identifies three aspects of noticing students' mathematical thinking: attending to, interpreting, and deciding how to respond to student thinking. Previous research has tended to focus on evaluating how "well" teachers engaged in noticing, and how "well" they connected the different aspects of noticing. We describe a complementary way of studying the connections between different aspects of noticing, one that stresses the "content" of teachers noticing. We report on a study in which participants were shown depictions of students reacting to the launch of a complex task. Participants then chose among a variety of possible interpretations and teacher responses. We found that participants displayed patterns in how they decided to respond to specific interpretations. We describe some of these patterns, as well as similarities and differences between secondary and elementary mathematics teachers. We argue that developing nonhierarchical categories for interpreting and deciding how to respond to student thinking, and describing patterns linking them, reflects how teachers engage in noticing and support teachers in learning how to notice more effectively. [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