ERIC Number: EJ1458640
Record Type: Journal
Publication Date: 2024
Pages: 30
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1062-9017
EISSN: N/A
Available Date: N/A
Professional Noticing of Student Thinking in the Context of Mathematical Modeling
Rui Kang
The Mathematics Educator, v32 n1 p158-187 2024
This study examines how professional noticing of student mathematical thinking evolves in the context of modeling and what is special about the context of modeling. Eight middle and secondary school teachers participated in this one-semester long study and received three training sessions on professional noticing. Teachers provided more substantial detail about the mathematical aspects of student strategies after participating in the training, and they benefited from conversations with colleagues scaffolded by three phases of professional noticing: attending to, interpreting, and responding to student thinking. Teachers also identified specific aspects of student thinking in the context of modeling, especially local conceptual development.
Descriptors: Mathematics Skills, Mathematical Models, Secondary School Mathematics, Mathematics Teachers, Observation, Secondary School Teachers, Secondary School Students, Thinking Skills, Videoconferencing, Attention Control, Cooperative Learning, Group Dynamics, Teacher Role, Facilitators (Individuals), Teacher Response
Mathematics Education Student Association, University of Georgia. 105 Aderhold Hall, Athens, GA 30602. Tel: 706-542-4194; Fax: 706-542-4551; e-mail: mesaprez@gmail.com; Web site: http://tme.journals.libs.uga.edu/index.php/tme/index
Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
Author Affiliations: N/A