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.

Reviews: Complementary Perspectives

1984 ◽  
Vol 15 (3) ◽  
pp. 229-234
Author(s):  
James Hiebert
Keyword(s):  
Mathematical Thinking ◽  
Current Interest ◽  
Approaches To Studying ◽  
Broad Field ◽  
Children’S Mathematical Thinking ◽  
Mathematics Educators ◽  
And Mathematics ◽  
Children's Mathematical Thinking ◽  
Major Reference

As suggested by the titles, the chapters in all three books deal with children's mathematical thinking and learning. The authors are leading psychologists and mathematics educators in this broad field of research, and the volumes present some of the most comprehensive, systematic, and careful research recently conducted on problems of current interest in the field. There is no question that these books will serve as major reference works for those interested in research on the learning of mathematics. With some exceptions, the volume edited by Lesh and Landau presents work of mathematics educators, and the volumes edited by Brainerd and by Ginsburg contain work of cognitive psychologists. The three volumes were selected for a single review because they represent significant approaches to studying a common problem—children's mathematical thinking and learning.

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.

Connecting Children's Mathematical Thinking with Family and Community Knowledge in Mathematics Instruction

2017 ◽  
Vol 23 (6) ◽  
pp. 326-328 ◽  
Author(s):  
Tonya Bartell ◽  
Erin E. Turner ◽  
Julia Marie Aguirre ◽  
Corey Drake ◽  
Mary Q. Foote ◽  
...  
Keyword(s):  
Mathematics Education ◽  
Mathematics Instruction ◽  
Mathematical Thinking ◽  
Community Knowledge ◽  
Children’S Mathematical Thinking ◽  
Children's Mathematical Thinking

This department publishes brief news articles, announcements, and guest editorials on current mathematics education issues that stimulate the interest of TCM readers and cause them to think about an issue or consider a specific viewpoint about some aspect of mathematics education.

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