Work

Teacher Noticing of Justification: Attending to the Complexity of Mathematical Content and Practice.

Year: 2015

Type: article

Abstract: In this report, we will consider in-service elementary school teachers' noticing of the mathematical practice: justification. This study is part of a larger project evaluating the efficacy of a three year professional development built around attending to student thinking and promoting mathematical habits of justifying, generalizing and making sense. Noticing just¢cation is a complex task requiring attention to both the (1) mathematical content and strategies and (2) the nature of the argument provided by a student. We have found that teachers' struggle to attend to both aspects simultaneously and offer a framework for considering teacher noticing of mathematical practices.

Source: PDXScholar (Portland State University)

Authors: Kathleen Melhuish, Eva Thanheiser, Jodi Fasteen, Julie Fredericks

Language: English

Topic: Mathematics Education and Teaching Techniques

Subfield: Education

Field: Social Sciences

Domain: Social Sciences

SDG: Quality education

Open Access status: green

Funder: National Science Foundation

Awards: G1476689794, Enhancing Mathematics Teaching and Learning in Urban Elementary Schools: A Cluster-Randomized Efficacy Trial of a Novel Professional Development Approach

OpenAlex ID: W2886345009

FWCI:

Cites: 10

Cited by: 4

Related to: 10