Professional Noticing Into Practice: An Examination of In-Service Teachers' Conceptions and Enactment

• In Event: Hilton Roundtable Session 12
  In Roundtable Session: Understanding Students' Thinking in Math Classrooms

Abstract

Professional noticing of children’s mathematical thinking has proven to be fertile ground for education researchers. Professional noticing is a framework for a teaching practice consisting of three components: attending, interpreting, and deciding (Jacobs, Lamb, & Philipp, 2010). The current study investigates the conceptions and purported enactment of professional noticing of 24 elementary and middle grades teachers participating in professional learning programs that incorporated professional noticing. These teachers demonstrated wide-ranging interpretations of professional noticing. This diversity of conceptions is likely a consequence of teachers having different definitions and scopes of application for professional noticing. This study adds to current discussions about applications of professional noticing by considering the perspective of practitioners, a group whose input is often secondary to education researchers.

Authors

• Jonathan Norris Thomas, University of Kentucky

• David Dueber, University of Kentucky

• Molly H. Fisher, University of Kentucky

• Cindy Jong, University of Kentucky

• Edna O. Schack, Morehead State University