What Matters Most: A Comparison of Expert and Novice Teachers' Noticing of Mathematics Classroom Events

Autor/inn/en	Huang, Rongjin; Li, Yeping
Titel	What Matters Most: A Comparison of Expert and Novice Teachers' Noticing of Mathematics Classroom Events
Quelle	In: School Science and Mathematics, 112 (2012) 7, S.420-432 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0036-6803
DOI	10.1111/j.1949-8594.2012.00161.x
Schlagwörter	Discovery Learning; Foreign Countries; Beginning Teachers; Mathematics Education; Comparative Analysis; Novices; Expertise; Scientific Methodology; Teacher Education; Mathematics Teachers; Interviews; Teaching Methods; Mathematics Instruction; China + Suchen Sie Ihr Suchwort? Entdeckendes Lernen; Ausland; Junior teacher; Junglehrer; Mathematische Bildung; Expert appraisal; Lehrerausbildung; Lehrerbildung; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Interviewing; Interviewtechnik; Teaching method; Lehrmethode; Unterrichtsmethode; Mathematics lessons; Mathematikunterricht
Abstract	In this study, we examined 10 expert and 10 novice teachers' noticing of classroom events in China. It was found that both expert and novice teachers, who were selected from two cities in China, highly attended to developing students' mathematics knowledge coherently and developing students' mathematical thinking and ability; they also paid attention to students' self-exploratory learning, students' participation, and teachers' instructional skills. Furthermore, compared with novice teachers, expert teachers paid greater attention to developing mathematical and high-order thinking, and developing mathematics knowledge coherently, but paid less attention to teachers' guidance. Moreover, we further illustrated the qualitative differences and similarities in their noticing of classroom events. Finally, we discussed the findings and relevant implications. (Contains 2 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10