Professional Noticing of Coordinated Mathematical Thinking

Autor/inn/en	Campbell, Tye G.; Yeo, Sheunghyun
Titel	Professional Noticing of Coordinated Mathematical Thinking
Quelle	In: British Educational Research Journal, 48 (2022) 3, S.488-503 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Campbell, Tye G.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0141-1926
DOI	10.1002/berj.3778
Schlagwörter	Observation; Mathematics Skills; Thinking Skills; Inquiry; Active Learning; Cooperative Learning; Group Dynamics + Suchen Sie Ihr Suchwort? Beobachtung; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Denkfähigkeit; Aktives Lernen; Kooperatives Lernen; Gruppendynamik
Abstract	Over the past three decades, research and policy in many geographic regions has promoted a shift from direct, lecture-oriented mathematics instruction to inquiry-based, "dialogic" forms of instruction. While theory and research support dialogic instructional approaches, some have noted that the complexities of dialogic teaching make it difficult for teachers to implement. One mechanism by which teachers can improve their decision-making practices in dialogic classrooms is learning to notice (i.e. becoming aware of learners' processes). While research has contributed frameworks for understanding how teachers notice individual learners' mathematical thinking, there is little conceptualization regarding how teachers notice group processes in mathematics classrooms, which is integral to dialogic instruction. We offer a noticing framework termed "professional noticing of coordinated mathematical thinking" that describes how teachers notice group activity in mathematics classrooms. Professional noticing of coordinated mathematical thinking is conceptualized as a bi-dimensional process: noticing groups' mathematical activity and noticing groups' coordinated activity. Teachers must become aware of how groups approach the mathematical and collaborative nature of a task, since both of these aspects inform whether learners develop opportunities to learn in groups. The framework describes noticing practices integral to dialogic instruction and promotes inquiry for future research related to teaching moves in dialogic classrooms. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01