Exploring Mathematics Teachers' Content-Specific Noticing With a Large-Scale Survey

• In Event: Teacher Knowledge and Sense-Making in Mathematics and Integrated STEM

Abstract

Teachers’ noticing of key aspects of instruction is an important skill for learning from and improving their teaching because noticing enables the opportunity for change. We investigated what teachers notice in short video clips of a real classroom teacher’s interaction with students around a mathematics problem by conducting the largest survey study on teacher noticing to date. According to our analysis of data collected from 496 fourth- and fifth-grade teachers, the key issues that were vital to improving teaching and students’ learning caught the attention of only 13.7% of teachers. However, 67.5% of the teachers attempted to focus on interpreting issues around content-specific teaching and learning, and 17.7% paid attention to general issues, such as the classroom climate.

Authors

• Yasemin Copur-Gencturk, University of Southern California

• Jessica Rodrigues, University of Missouri - Columbia