Beyond Correctness: What Do Teachers Notice About Student Work Produced in Problem-Based Lessons?

• In Event: Fairmont Roundtable Session Six
  In Roundtable Session: Section 1C Mathematics Roundtable Four (Table 10)

Abstract

A key characteristic of problem-based lessons in mathematics is centering students’ ideas in classroom discussions. Thus, teachers need to decide which pieces of student work (SW) to share with the class. Previous studies suggest that this decision is informed by teachers’ attention to the features of SW. This study focuses on this preliminary stage, examining the aspects mathematics teachers noticed when they were asked to annotate SW from four problems-based lessons. We found that teachers noticed aspects of SW that were serviceable to the lesson goals more than those that were not serviceable. Interestingly, we also found they noticed non-normative aspects of SW more often than normative aspects. These results contribute to understanding teachers’ multidimensional noticing in problem-based lessons.

Authors

• Gil Schwarts, University of Michigan
  Presenting Author

• Patricio G. Herbst, University of Michigan
  Non-Presenting Author

• Irma E. Stevens, University of Rhode Island
  Non-Presenting Author

• Amanda Marie Milewski, University of Michigan
  Non-Presenting Author