Mathematics Teacher Noticing Seeing Through Teachers' Eyes

• Main Authors: Sherin, Miriam Gamoran, Jacobs, Victoria R, Philipp, Randolph A
• Format: eBook Book
• Language: English
• Published: Oxford Routledge 2011; Taylor and Francis; Taylor & Francis; Taylor & Francis Group
• Edition: 1
• Series: Studies in Mathematical Thinking and Learning Series
• Subjects: 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; Van Es; Preservice Secondary Mathematics Teachers; student; video; Classroom Lesson; thinking; Preservice Teachers; professional; Clip; Classroom Video; Follow; Professional Development Sessions; teachers; Fritzen; club; TIMSS; Mathematical Thinking; Sociomathematical Norms; van; development; Classroom Artifacts; Professional Development; Classroom Events; Observation Categories; Children's Mathematical Thinking; Teacher Noticing; Written Student Work; childrens; Situation Awareness; Wo; In-the Moment Decision; Pedagogical Content Knowledge; NRC; mathematical; Student Thinking
• ISBN: 9780415878630; 0415878632; 9780415878623; 0415878624; 9781136838217; 020383271X; 113683821X; 9781136838255; 1136838252; 9780203832714; 9781136838262; 1136838260
• DOI: 10.4324/9780203832714

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.