Manifestations of bias within preservice teachers professional noticing of children’s mathematical thinking

2020 ◽  
Author(s):  
Jonathan Norris Thomas ◽  
Taylor Marzilli ◽  
Brittney Sawyer ◽  
Cindy Jong ◽  
Molly H. Fisher
Keyword(s):  
Preservice Teachers ◽  
Mathematical Thinking ◽  
Professional Noticing ◽  
Children’S Mathematical Thinking ◽  
Children's Mathematical Thinking

Research Commentary: Curricular Noticing: A Framework to Describe Teachers' Interactions With Curriculum Materials

2018 ◽  
Vol 49 (5) ◽  
pp. 521-532 ◽  
Author(s):  
Leslie Dietiker ◽  
Lorraine M. Males ◽  
Julie M. Amador ◽  
Darrell Earnest
Keyword(s):  
Novice Teachers ◽  
Mathematical Thinking ◽  
Curriculum Materials ◽  
Professional Noticing ◽  
Curricular Practices ◽  
Children’S Mathematical Thinking ◽  
Mathematics Educators ◽  
Written Curriculum ◽  
Children's Mathematical Thinking ◽  
The Relationship

Building on the work of Professional Noticing of Children's Mathematical Thinking, we introduce the Curricular Noticing Framework to describe how teachers recognize opportunities within curriculum materials, understand their affordances and limitations, and use strategies to act on them. This framework builds on Remillard's (2005) notion of participation with curriculum materials, connects with and broadens existing research on the relationship between teachers and written curriculum, and highlights new areas for research. We argue that once mathematics educators better understand the strategic curricular practices that support ambitious teaching, which we refer to as professional curricular noticing, such knowledge could lead to recommendations for how to support the curricular work of teachers and novice teachers in particular.

Professional Noticing of Children's Mathematical Thinking

2010 ◽  
Vol 41 (2) ◽  
pp. 169-202 ◽  
Author(s):  
Victoria R. Jacobs ◽  
Lisa L. C. Lamb ◽  
Randolph A. Philipp
Keyword(s):  
Mathematical Thinking ◽  
Cross Sectional Study ◽  
Sectional Study ◽  
Professional Noticing ◽  
Cross Sectional ◽  
Practicing Teachers ◽  
Children’S Mathematical Thinking ◽  
The Moment ◽  
Children's Mathematical Thinking ◽  
Children's Strategies

The construct professional noticing of children's mathematical thinking is introduced as a way to begin to unpack the in-the-moment decision making that is foundational to the complex view of teaching endorsed in national reform documents. We define this expertise as a set of interrelated skills including (a) attending to children's strategies, (b) interpreting children's understandings, and (c) deciding how to respond on the basis of children's understandings. This construct was assessed in a cross-sectional study of 131 prospective and practicing teachers, differing in the amount of experience they had with children's mathematical thinking. The findings help to characterize what this expertise entails; provide snapshots of those with varied levels of expertise; and document that, given time, this expertise can be learned.

How many bees? How many flies?

2011 ◽  
Vol 18 (3) ◽  
pp. 208
Author(s):  
Alexandra Davis
Keyword(s):  
Mathematical Thinking ◽  
Children’S Mathematical Thinking ◽  
Teacher Reflections ◽  
Children's Mathematical Thinking

Descriptive narratives and teacher reflections highlight children's mathematical thinking and learning. Watching children's actions and gestures, as well as listening to their mathematical conversations as they work, gives adults insight about interesting strategies, alternative representations, and sources of difficulty.

Between the Big Trees: A Project-based Approach to Investigating Shape and Spatial Thinking in a Kindergarten Program

2017 ◽  
Vol 42 (1) ◽  
pp. 94-104 ◽  
Author(s):  
Caroline Cohrssen ◽  
Ben De Quadros-Wander ◽  
Jane Page ◽  
Suzana Klarin
Keyword(s):  
Early Childhood ◽  
Teaching And Learning ◽  
Mathematical Thinking ◽  
Three Dimensional ◽  
Spatial Thinking ◽  
Spatial Concepts ◽  
Informal Curriculum ◽  
Related Language ◽  
Children’S Mathematical Thinking ◽  
Children's Mathematical Thinking

SUPPORT FOR CHILDREN'S EMERGING mathematical thinking is a characteristic of high-quality early childhood education. Young children's spatial thinking, an important component of mathematical thinking, is both innate and influenced by experience. Since spatial thinking contributes to children's mathematical thinking, it is important for children to engage in activities that support this learning. Early childhood educators are calling for guidance in how to support children's mathematical thinking in the context of an informal curriculum. In this paper, we describe how a project-based approach to mathematics teaching and learning provided a range of opportunities for children to investigate and rehearse understandings of two- and three-dimensional (2D and 3D) shapes and spatial thinking within the context of a project that was of ‘real world’ interest to the children. By intentionally embedding multiple opportunities for children to explore shapes and spatial thinking in a sequence of core learning experiences and complementary experiences, educators provided children with opportunities to rehearse shape and spatial concepts and related language in differing ways. Opportunities for formative assessment of children's learning are also discussed.

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