The Cultural Nature of Teacher Noticing: Analyzing Teacher Commentaries From TIMSS (Trends in International Mathematics and Science Study)

• In Event: 26.058 - Global Culture, Diversity, and Educational Understanding

Abstract

This study adopts a cross-cultural lens to examine teachers’ noticing of mathematics instruction as a potential barrier to broad integration of the reform-oriented mathematics teaching practices advocated by research and policy in the US for many years. Data sources include publicly-released videos and teacher written commentaries from four countries participating in the Third International Mathematics and Science Video Study. These are compared qualitatively using two theoretical frameworks: “teacher noticing” and “usable knowledge for teaching mathematics.” Findings suggest cultural differences in what teachers attend to during teaching, how they interpret classroom events, and the ways they make instructional decisions in the moment. Results support previous research and provide implications for both research and professional development focused on noticing and cultural awareness.

Authors

• Jessica Tunney, University of California - Irvine

• Rossella Santagata, University of California - Irvine