Noticing Students' Thinking in Classroom Artifacts From an Integrated Math and Science Unit

• In Event: 29.083 - Poster Session 4
  In Poster Session: 29.083-2 - Innovation in Science Instruction and Science Teacher Preparation

Abstract

Researchers argue that teachers’ noticing of students’ thinking is essential towards supporting math and science learning. Much research on teacher noticing, however, focuses on whether/when teachers notice students’ thinking and less so on aspects of noticing when student thinking has already been noticed. When we assume student thinking has already been noticed, further questions of inquiry arise: What specifically do teachers focus on when they have noticed student thinking? How do teachers make sense of student thinking they have noticed?. While some research has begun to address such questions, it is scarce. The objective here is to contribute to this body of literature by addressing these questions in an investigation of one teacher’s noticing of students’ thinking in classroom artifacts.

Authors

• Melissa J. Luna, West Virginia University

• Sarah Selmer, West Virginia University