Research in Mathematics Education

Teacher Noticing: Bridging and Broadening Perspectives, Contexts, and Frameworks

Editors: Schack, Edna O., Fisher, Molly H., Wilhelm, Jennifer A. (Eds.)

  • Clarifies the construct of teacher noticing
  • Provides the newest research in the important field of professional noticing
  • Investigates teacher noticing from a number of contexts and frameworks, including STEM education
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eBook $149.00
price for USA (gross)
  • ISBN 978-3-319-46753-5
  • Digitally watermarked, DRM-free
  • Included format: PDF, EPUB
  • ebooks can be used on all reading devices
  • Immediate eBook download after purchase
Hardcover $189.00
price for USA
valid through November 5, 2017
  • ISBN 978-3-319-46752-8
  • Free shipping for individuals worldwide
  • Usually dispatched within 3 to 5 business days.
About this book

This book reflects on the continuing development of teacher noticing through an exploration of the latest research. The authors and editors seek to clarify the construct of teacher noticing and its related branches and respond to challenges brought forth in earlier research. The authors also investigate teacher noticing in multiple contexts and frameworks, including mathematics, science, international venues, and various age groups.

About the authors

Dr. Edna O. Schack is a professor of education and Co-Director of MSUTeach at Morehead State University in Morehead, KY where she has taught prospective elementary teachers since 1987. She is the recipient, along with several Kentucky colleagues, of two National Science Foundation grants investigating prospective elementary teacher professional noticing of children’s early numeracy and early algebraic thinking. Her interests also include investigating key practices prospective teachers need to develop a foundation for growth as an effective teacher. Involved in the Kentucky Committee for Mathematics Achievement since its inception in 2005, she served as the Chair (2010–2012) and is currently the Assistant to the Chair. She has published in both research and practitioner journals.

Dr. Molly H. Fisher is an Associate Professor of Mathematics Education in the STEM Education Department at the University of Kentucky. She is also the Director of Graduate Studies where she directs the M.S. in STEM Education program as well as the STEM Education strand of the Ph.D. program in Education Sciences. She holds a B.A. in Mathematics, M.A. in Mathematics Education, and a Ph.D. in Curriculum Instruction (with an Urban Mathematics Education specialization) from the University of North Carolina at Charlotte. She is a former high school Mathematics and Computer Science teacher with a myriad of experiences teaching in the classroom and online. Her research focuses on the professional noticing of children’s mathematical thinking of preservice elementary teachers through the lens of the Stages of Early Arithmetic Learning (SEAL) and Algebraic Thinking. Additionally, she is passionate about the support and mentoring of new teachers and she studies the stress, burnout, and retention of inservice teachers, especially secondary mathematics teachers.

Dr. Jennifer A. Wilhelm is a Professor of Science and Mathematics Education at the University of Kentucky. She holds a Ph.D. in Science/Mathematics Education from the University of Texas at Austin and a M.S. in Physics from Michigan State University. Dr. Wilhelm’s primary research interest involves the design of project-enhanced, interdisciplinary learning environments. She investigates how people understand science and mathematics concepts as they participate in project work that demands the integration of multiple content areas. Dr. Wilhelm’s research focuses on project pieces that are inherently interdisciplinary and fruitful for contextualized student learning. Some examples include examining the development of students’ science and mathematics content understanding as they engage in studies of motion and rate of change; sound waves and trigonometry; and the moon’s phases, the moon’s motion, and spatial geometry.

Table of contents (29 chapters)

  • Probing Beneath the Surface of Experience

    Mason, John

    Pages 1-17

  • Teacher Noticing in Various Grade Bands and Contexts: Commentary

    Criswell, Brett (et al.)

    Pages 21-30

  • From a Framework to a Lens: Learning to Notice Student Mathematical Thinking

    Teuscher, Dawn (et al.)

    Pages 31-48

  • Investigating Secondary Preservice Teacher Noticing of Students’ Mathematical Thinking

    Krupa, Erin E. (et al.)

    Pages 49-72

  • A Case Study of Middle School Teachers’ Noticing During Modeling with Mathematics Tasks

    Floro, Brandon (et al.)

    Pages 73-89

Buy this book

eBook $149.00
price for USA (gross)
  • ISBN 978-3-319-46753-5
  • Digitally watermarked, DRM-free
  • Included format: PDF, EPUB
  • ebooks can be used on all reading devices
  • Immediate eBook download after purchase
Hardcover $189.00
price for USA
valid through November 5, 2017
  • ISBN 978-3-319-46752-8
  • Free shipping for individuals worldwide
  • Usually dispatched within 3 to 5 business days.
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Bibliographic Information

Bibliographic Information
Book Title
Teacher Noticing: Bridging and Broadening Perspectives, Contexts, and Frameworks
Editors
  • Edna O. Schack
  • Molly H. Fisher
  • Jennifer A. Wilhelm
Series Title
Research in Mathematics Education
Copyright
2017
Publisher
Springer International Publishing
Copyright Holder
Springer International Publishing AG
eBook ISBN
978-3-319-46753-5
DOI
10.1007/978-3-319-46753-5
Hardcover ISBN
978-3-319-46752-8
Edition Number
1
Number of Pages
XX, 536
Number of Illustrations and Tables
39 b/w illustrations, 12 illustrations in colour
Topics