Professional Noticing for Mathematics Teacher Growth

2021 ◽  
pp. 247-261
Author(s):  
Judah Paul Makonye ◽  
Mapula Gertrude Ngoepe
Keyword(s):  
Mathematics Teacher ◽  
Teacher Growth ◽  
Professional Noticing

Book Review: Multiple Perspectives of Teacher Noticing: An Emerging Area of Research

2015 ◽  
Vol 46 (3) ◽  
pp. 371-376
Author(s):  
Edna O. Schack ◽  
Molly H. Fisher ◽  
Jonathan N. Thomas
Keyword(s):  
Teacher Education ◽  
Education Research ◽  
Mathematics Teacher ◽  
American Education ◽  
Research Association ◽  
Multiple Perspectives ◽  
Teacher Noticing ◽  
Professional Noticing ◽  
Education Award

“Noticing matters” (p. 223). Through these words in the concluding chapter, Alan Schoenfeld succinctly captures the theme of this seminal book, Mathematics Teacher Noticing: Seeing Through Teachers' Eyes. The book received the American Education Research Association 2013 Exemplary Research in Teaching and Teacher Education Award. It addresses a variety of meanings and interpretations of teacher noticing from Dewey's earlier work of inner and outer attention to more specific variations such as that of professional noticing, as defined by Jacobs, Lamb, and Philipp. Chapter contributors have provided the foundation and framing of teacher noticing as a construct for studying and improving teaching.

Do You See What I See? Formative Assessment of Preservice Teachers’ Noticing of Students’ Mathematical Thinking

2020 ◽  
Vol 8 (3) ◽  
pp. 88-104
Author(s):  
Stephanie Casey ◽  
Joel Amidon
Keyword(s):  
Preservice Teachers ◽  
Formative Assessment ◽  
Mathematics Teacher ◽  
Teacher Educators ◽  
Teaching Practice ◽  
Mathematical Thinking ◽  
Learning Experience ◽  
Design Features ◽  
Professional Noticing ◽  
Mathematics Teacher Educators

Developing expertise in professional noticing of students’ mathematical thinking takes time and meaningful learning experiences. We used the LessonSketch platform to create a learning experience for secondary preservice teachers (PSTs) involving an approximation of teaching practice to formatively assess PSTs’ noticing skills of students’ mathematical thinking. Our study showed that approximations of teaching practice embedded within platforms like LessonSketch can enable mathematics teacher educators (MTEs) to carry out effective formative assessment of PSTs’ professional noticing of students’ mathematical thinking that is meaningful for both PSTs and MTEs. The experience itself as well as its design features and framework used with the assessment can be applied in the work of MTEs who develop teachers’ professional noticing skills of students’ mathematical thinking.

Mathematics teacher educator-researchers’ perspectives on the use of theory in facilitating teacher growth

2018 ◽  
Vol 98 (2) ◽  
pp. 197-214
Author(s):  
Fou-Lai Lin ◽  
Kai-Lin Yang ◽  
Hui-Yu Hsu ◽  
Jian-Cheng Chen
Keyword(s):  
Mathematics Teacher ◽  
Teacher Educator ◽  
Teacher Growth ◽  
Mathematics Teacher Educator

MATHEMATICS TEACHER EDUCATION AND THE FLEXIBLE USE OF TECHNOLOGIES IN DIGITAL AGE

2019 ◽  
Vol 8 (2) ◽  
Author(s):  
Hans-Georg Weigand
Keyword(s):  
Teacher Education ◽  
Mathematics Teacher ◽  
Industrial Revolution ◽  
Empirical Studies ◽  
Mathematics Teacher Education ◽  
Digital Technologies ◽  
Digital Age ◽  
Competence Model ◽  
Advantages And Disadvantages ◽  
Concept Representations

Advantages and disadvantages of the use of digital technologies (DT) in mathematics lessons are worldwidedissussed controversially. Many empirical studies show the benefitof the use of DT in classrooms. However, despite of inspiringresults, classroom suggestions, lesson plans and research reports,the use of DT has not succeeded, as many had expected during thelast decades. One reason is or might be that we have not been ableto convince teachers and lecturers at universities of the benefit ofDT in the classrooms in a sufficient way. However, to show thisbenefit has to be a crucial goal in teacher education because it willbe a condition for preparing teachers for industrial revolution 4.0.In the following we suggest a competence model, which classifies– for a special content (like function, equation or derivative) –the relation between levels of understanding (of the concept),representations of DT and different kind of classroom activities.The flesxible use of digital technologies will be seen in relationto this competence model, results of empirical investigations willbe intergrated and examples of the use of technologies in the upcoming digital age will be given.

THE SYSTEM OF INFORMATICS COMPETENCIES FOR THE MATHEMATICS TEACHER

2020 ◽  
pp. 57-72
Author(s):  
Nadiia Ponomareva
Keyword(s):  
Information Technology ◽  
Secondary Education ◽  
Mathematics Teachers ◽  
Mathematics Teacher ◽  
Systems Analysis ◽  
Web Technologies ◽  
Key Competencies ◽  
Teachers Training ◽  
Technology Specialists ◽  
Further Development

As a result of the analysis of domestic and foreign standards of key competencies, basic and complete secondary education, teachers’ training (in particular, mathematics teachers’ training) and information technology specialists training, the system of informatics competencies of a mathematics teacher, developed by Yu. S. Ramskyi, was updated in terms of the structure, content and indicators of competencies formation. It has been found out that the formation of the informatics competencies of a mathematics teacher begins with basic informatics competencies, the further development of which occurs primarily in the competencies in system administration, web technologies, programming and systems analysis.

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