
06333009
a
2014e.00238
Sherin, Miriam Gamoran
Russ, Rosemary S.
Sherin, Bruce L.
Integrating noticing into the modeling equation.
Li, Yeping (ed.) et al., Proficiency and beliefs in learning and teaching mathematics. Learning from Alan Schoenfeld and G\"unter T\"orner. Rotterdam: Sense Publishers (ISBN 9789462092983/hbk; 9789462092976/pbk). Mathematics Teaching and Learning 1, 111124 (2013).
2013
Rotterdam: Sense Publishers
EN
D20
C39
noticing
teacher cognition
teaching
From the introduction: Understanding teacher cognition in the moments of instruction has become increasingly important to the mathematics education community over the past two decades. Various reforms and policies make it clear that to support student learning, instruction must be based, at least in part, on the ideas that students raise in class, the reasoning that ensues, and the representations that are used. Teaching, as a result, must be responsive; teachers must adapt their lessons as they unfold, often making decisions about how to proceed in the midst of instruction. But how does such inthemoment decision making occur? What are the cognitive processes involved as teachers carry out instruction?