id: 06639221
dt: j
an: 2016f.00666
au: Choy, Ban Heng
ti: Snapshots of mathematics teacher noticing during task design.
so: Math. Educ. Res. J. 28, No. 3, 421-440 (2016).
py: 2016
pu: Springer Netherlands, Dordrecht; Mathematics Education Research Group of
Australasia (MERGA), Wahroonga, New South Wales, Australia
la: EN
cc: D50 D30 C49 F40
ut: mathematics teacher noticing; productive teaching practices; task design;
representations of practice; fractions
ci:
li: doi:10.1007/s13394-016-0173-3
ab: Summary: Designing a mathematically worthwhile task is critical for
promoting students’ reasoning. To improve task design skills,
teachers often engage in collaborative lesson planning activities such
as lesson study. However, to learn from the process of lesson study, it
is important for teachers to notice productively the concepts,
students’ confusion and the design of the task. But what researchers
mean by productive noticing varies. In this article, I present the
FOCUS Framework which highlights two characteristics of productive
noticing: having an explicit focus for noticing and focusing noticing
through pedagogical reasoning. Using these two characteristics, I
develop snapshots of noticing as a representation of practice to
present a fine-grained analysis of teacher noticing. Through vignettes
of teachers discussing the design of a task to teach fractions, I
illustrate how two teachers’ noticing can be analysed and represented
using snapshots of noticing. To conclude, I highlight what snapshots of
noticing tell us about a teacher’s noticing and suggest ways to use
these snapshots in future studies of noticing.
rv: