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

1. Front Matter

   Pages i-xx

   PDF

2. Probing Beneath the Surface of Experience

   • John Mason

   Pages 1-17

3. Teacher Noticing in Various Grade Bands and Contexts

   1. Front Matter

      Pages 19-19

      PDF

   2. Teacher Noticing in Various Grade Bands and Contexts: Commentary

      • Brett Criswell, Rebecca McNall Krall

      Pages 21-30

   3. From a Framework to a Lens: Learning to Notice Student Mathematical Thinking

      • Dawn Teuscher, Keith R. Leatham, Blake E. Peterson

      Pages 31-48

   4. Investigating Secondary Preservice Teacher Noticing of Students’ Mathematical Thinking

      • Erin E. Krupa, Maryann Huey, Kristin Lesseig, Stephanie Casey, Debra Monson

      Pages 49-72

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

      • Brandon Floro, Jonathan D. Bostic

      Pages 73-89

   6. Using Video of Peer Teaching to Examine Grades 6–12 Preservice Teachers’ Noticing

      • Lorraine M. Males

      Pages 91-109

4. Examining Student Thinking through Teacher Noticing

   1. Front Matter

      Pages 111-111

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   2. Examining Student Thinking Through Teacher Noticing: Commentary

      • Randolph Philipp, Mike Fredenberg, Casey Hawthorne

      Pages 113-120

   3. Mathematical Teacher Noticing: The Key to Learning from Lesson Study

      • Mi Yeon Lee, Ban Heng Choy

      Pages 121-140

   4. Learning to Notice Student Thinking About the Equal Sign: K-8 Preservice Teachers’ Experiences in a Teacher Preparation Program

      • Leigh A. van den Kieboom, Marta T. Magiera, John C. Moyer

      Pages 141-159

   5. Following a Teacher’s Mathematical and Scientific Noticing Across Career Progression from Field Experiences to Classroom Teaching

      • Julie M. Amador, Ingrid Carter, Rick A. Hudson, Enrique Galindo

      Pages 161-181

   6. Noticing Students’ Conversations and Gestures During Group Problem-Solving in Mathematics

      • Kevin J. Wells

      Pages 183-204

5. Extending Equitable Practices in Teacher Noticing

   1. Front Matter

      Pages 205-205

      PDF

   2. Extending Equitable Practices in Teacher Noticing: Commentary

      • Cindy Jong

      Pages 207-214

   3. “Everything Matters”: Mexican-American Prospective Elementary Teachers Noticing Issues of Status and Participation While Learning to Teach Mathematics

      • Crystal Kalinec-Craig

      Pages 215-229

   4. “Maybe It’s a Status Problem.” Development of Mathematics Teacher Noticing for Equity

      • Evra M. Baldinger

      Pages 231-249

   5. Making Visible the Relationship Between Teachers’ Noticing for Equity and Equitable Teaching Practice

      • Elizabeth A. van Es, Victoria Hand, Janet Mercado

      Pages 251-270

6. Complexities in Measuring Teacher Noticing

   1. Front Matter

      Pages 271-271

      PDF

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.

• Classroom noticing
• Frameworks for noticing
• Measuring teacher noticing
• Equitable learning
• Mathematics education
• Science education
• Noticing in STEM education
• learning and instruction

“It is a great book for those who are developing an interest in teacher noticing. New researchers could use this book to identify the various themes of the noticing framework and specific research questions. … I hope many people will read this book and reflect on the simple yet powerful relationship between what the math teacher notices in classroom interactions, how the teacher processes the information, and how the teacher acts on the insight to impact student learning.” (Woong Lim, MAA Reviews, June, 2018)

• Morehead State University, Morehead, USA

  Edna O. Schack

• University of Kentucky, Lexington, USA

  Molly H. Fisher

• STEM Education, University of Kentucky, Lexington, USA

  Jennifer A. Wilhelm

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 theM.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.

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