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ERIC Number: EJ1272312
Record Type: Journal
Publication Date: 2020
Pages: 28
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1442-3901
EISSN: N/A
Available Date: N/A
Teacher Noticing and Reasoning about Student Thinking in Classrooms as a Result of Participating in a Combined Professional Development Intervention
González, Gloriana; Vargas, Gabriela E.
Mathematics Teacher Education and Development, v22 n1 p5-32 2020
The study reported in this article addresses the question of how professional development can increase teacher noticing of student thinking over time. The data come from five teachers' participation in a two-year professional development intervention that combined lesson study, video clubs, and animation discussions. The analysis focuses on whether and how teachers attended to student thinking during study group discussions and when implementing problem-based lessons that they designed collaboratively. The study applies a mixed methods approach to the examination of transcriptions from the video clubs and the classroom implementation of the lessons. The findings reveal that the teachers restated students' ideas and provided examples of how to inquire into student thinking upon the facilitators' request during the video clubs. There was a statistically significant difference in the teachers' use of students' ideas for generalising and synthesising showing that teachers used higher levels of reasoning in the 14 lessons taught over two consecutive years. The intervention supported growth in the teachers' abilities to reason using students' ideas and to make the lessons' goals explicit.
Mathematics Education Research Group of Australasia. GPO Box 2747, Adelaide SA 5001, Australia. Tel: +61-8-8363-0288; Fax: +61-8-8362-9288; e-mail: mted@merga.net.au; Web site: https://mted.merga.net.au/index.php/mted/index
Publication Type: Journal Articles; Reports - Research
Education Level: High Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: National Science Foundation (NSF)
Authoring Institution: N/A
Grant or Contract Numbers: DRL1253081
Author Affiliations: N/A