Noticing Aloud: Uncovering Mathematics Teacher Noticing in the Moment

Autor/in	Munson, Jen
Titel	Noticing Aloud: Uncovering Mathematics Teacher Noticing in the Moment
Quelle	In: Mathematics Teacher Educator, 8 (2020) 2, S.25-36 (12 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2167-9789
Schlagwörter	Mathematics Teachers; Classroom Environment; Coaching (Performance); Teacher Student Relationship; Attention; Observation; Problem Solving; Elementary School Students; Thinking Skills; Team Teaching; Decision Making; Cooperative Learning; Teacher Response; Instructional Effectiveness; California + Suchen Sie Ihr Suchwort? Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Klassenklima; Unterrichtsklima; Teacher student relationships; Lehrer-Schüler-Beziehung; Aufmerksamkeit; Beobachtung; Problemlösen; Denkfähigkeit; Teamteaching; Decision-making; Entscheidungsfindung; Kooperatives Lernen; Lehrerkommentar; Unterrichtserfolg; Kalifornien
Abstract	Understanding mathematics teacher noticing has been the focus of a growing body of research, in which student work and classroom videos are often used as artifacts for surfacing teachers' cognitive processes. However, what teachers notice through reflecting on artifacts of teaching may not be parallel to what they notice in the complex and demanding environment of the classroom. This article used a new technique, "side-by-side coaching," to uncover teacher noticing in the moment of instruction. There were 21 instances of noticing aloud during side by side coaching which were analyzed and classified, yielding 6 types of teacher noticing aloud, including instances in which teachers expressed confidence, struggle, and wonder. Implications for coaching and future research on teacher noticing are discussed. (As Provided).
Anmerkungen	National Council of Teachers of Mathematics. 1906 Association Drive, Reston, VA 20191. Tel: 800-235-7566; Tel: 703-620-9840; Fax: 703-476-2570; e-mail: publicationsdept@nctm.org; Web site: https://pubs.nctm.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01