Shifting Framings in Teacher Noticing of Student Mathematical Thinking: From Deficits to Strengths

Autor/in	Scheiner, Thorsten
Titel	Shifting Framings in Teacher Noticing of Student Mathematical Thinking: From Deficits to Strengths
Quelle	(2022), (14 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Mathematics Instruction; Teacher Student Relationship; Preservice Teachers; Teacher Education Programs; Classification; Thinking Skills; Attention; Mathematics Skills; Critical Thinking; Behavior Change; Mathematics Teachers; Secondary School Teachers; Student Attitudes; Task Analysis; Disadvantaged; Attitude Change + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Teacher student relationships; Lehrer-Schüler-Beziehung; Classification system; Klassifikation; Klassifikationssystem; Denkfähigkeit; Aufmerksamkeit; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Kritisches Denken; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Schülerverhalten; Aufgabenanalyse; Attitudinal change; Einstellungsänderung
Abstract	Noticing students' mathematical strengths is a complex skill that prospective teachers need to learn. To this end, a teacher education course was designed to engage prospective mathematics teachers in critically reflecting on their individual and collectively shared framings of students' mathematical understanding, thereby effecting a change in their orientations in noticing students' mathematical thinking. This study identifies teachers' framings of students' mathematical understanding and examines the nature and development of teachers' noticing of students' mathematical strengths. Specifically, the study identifies a typology of deficit-oriented and strength-oriented framings in noticing students' mathematical thinking and demonstrates how shifts in framings promote changes in prospective teachers' attention, interpretation, and response to students' mathematical thinking. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01