A Teacher Noticing and Responding to Students' Thinking in Classroom Artifacts

• In Event: Sheraton Roundtable Session 5
  In Roundtable Session: Engagement With the Teaching of Math

Abstract

This study focuses on a teacher’s noticing of student thinking in the context of a semi-structured interview around classroom artifacts from an integrated math and science unit. In particular, we focus on a 4th grade teacher, Olivia, as she responds to what she notices in her students’ thinking. Responses were analyzed using mode of noticing, time, and teaching practice coding elements. Results indicate Olivia responded after primarily describing and interpreting her students thinking, her responses were situated both in the actual moment of teaching and in the future, and her responses aligned with ambitious teaching practices. Patterns of response are established using the relationship between the three coding elements in contribution to the research and practice of teacher noticing.

Authors

• Sarah Selmer, West Virginia University

• Melissa J. Luna, West Virginia University

• Ashley N. Murphy, West Virginia University