What Matters Most: A Comparison of Expert and Novice Teachers' Noticing of Mathematics Classroom Events
Year: 2012
Type: article
Abstract: In this study, we examined 10 expert and 10 novice teachers' noticing of classroom events in China. It was found that both expert and novice teachers, who were selected from two cities in China, highly attended to developing students' mathematics knowledge coherently and developing students' mathematical thinking and ability; they also paid attention to students' self‐exploratory learning, students' participation, and teachers' instructional skills. Furthermore, compared with novice teachers, expert teachers paid greater attention to developing mathematical and high‐order thinking, and developing mathematics knowledge coherently, but paid less attention to teachers' guidance. Moreover, we further illustrated the qualitative differences and similarities in their noticing of classroom events. Finally, we discussed the findings and relevant implications.
Source: School Science and Mathematics
Authors: Rongjin Huang, Yeping Li
Institutions: Middle Tennessee State University, Texas A&M University
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: bronze
OpenAlex ID: W2158671804