Professional Noticing: Developing Responsive Mathematics Teaching

Autor/inn/en	Thomas, Jonathan N.; Eisenhardt, Sara; Fisher, Molly H.; Schack, Edna O.; Tassell, Janet; Yoder, Margaret
Titel	Professional Noticing: Developing Responsive Mathematics Teaching
Quelle	In: Teaching Children Mathematics, 21 (2014) 5, S.295-303 (9 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1073-5836
Schlagwörter	Academic Standards; Mathematics Education; Mathematical Concepts; Concept Formation; Mathematics Skills; Mathematical Logic; Thinking Skills; Learning Processes; Cognitive Processes; Problem Solving; Elementary School Mathematics; Teaching Methods; Teacher Role; Student Characteristics; Responses + Suchen Sie Ihr Suchwort? Mathematische Bildung; Concept learning; Begriffsbildung; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Mathematical logics; Mathematische Logik; Denkfähigkeit; Learning process; Lernprozess; Cognitive process; Kognitiver Prozess; Problemlösen; Elementare Mathematik; Schulmathematik; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrerrolle
Abstract	Thoughtful implementation of the Common Core State Standards for Mathematics (CCSSM) (CCSSI 2010) presents an opportunity for increased emphasis on the development of mathematical understanding among students. Granted, ascertaining the mathematical understanding of an individual student is highly complex work and often exceedingly difficult. Although textbooks may provide practitioners with considerable overarching instructional guidance, to complete the picture, mathematics teachers must often focus on individual children. In some instances, they might consider verbal explanations or work samples to gain insight into one's thinking; however, quite often these avenues do not provide a complete or accurate portrayal of a student's understanding. Indeed, a student may unwittingly offer an explanation that differs from her actual strategy (CCSSI 2010). Similarly, work samples may feature deceptive or insufficient details to truly gauge the student's thinking. In these instances, a systematic approach to appraise the mathematical moment is required to fully appreciate the student's true understanding and then respond with effective instructional tactics. This article begins by describing the three interrelated phases of the "Professional Noticing of Children's Mathematical Thinking" (Jacobs, Lamb, and Philipp 2010) framework for teachers to better understand and act on their students' mathematical conceptions and practices. The second half of the article addresses how to put the framework into practice through the progression of the three phases (Attending, Interpreting, and Deciding). (ERIC).
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