Students' Mathematical Noticing

Autor/inn/en	Lobato, Joanne; Hohensee, Charles; Rhodehamel, Bohdan
Titel	Students' Mathematical Noticing
Quelle	In: Journal for Research in Mathematics Education, 44 (2013) 5, S.809-850 (42 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0021-8251
Schlagwörter	Mathematics Instruction; Algebra; Mathematical Logic; Logical Thinking; Mathematical Concepts; Attention; Teaching Methods; Middle School Students; Urban Schools; Grade 7; After School Education; Small Classes; Video Technology; Semi Structured Interviews + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Mathematical logics; Mathematische Logik; Aufmerksamkeit; Teaching method; Lehrmethode; Unterrichtsmethode; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; School year 07; 7. Schuljahr; Schuljahr 07; After-school programs; After school programs; Out of school education; Out-of-school education; Außerschulische Jugendbildung
Abstract	Even in simple mathematical situations, there is an array of different mathematical features that students can attend to or notice. What students notice mathematically has consequences for their subsequent reasoning. By adapting work from both cognitive science and applied linguistics anthropology, we present a focusing framework, which treats noticing as a complex phenomenon that is distributed across individual cognition, social interactions, material resources, and normed practices. Specifically, this research demonstrates that different centers of focus emerged in two middle grades mathematics classes addressing the same content goals, which, in turn, were related conceptually to differences in student reasoning on subsequent interview tasks. Furthermore, differences in the discourse practices, features of the mathematical tasks, and the nature of the mathematical activity in the two classrooms were related to the different mathematical features that students appeared to notice. (As Provided).
Anmerkungen	National Council of Teachers of Mathematics. 1906 Association Drive, Reston, VA 20191-1502. Tel: 800-235-7566; Tel: 703-620-3702; Fax: 703-476-2970; e-mail: orders@nctm.org; Web site: http://www.nctm.org/publications/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10