Extending Teacher Noticing Frameworks to Conceptualize Content-Based Teacher Noticing

• In Event: Saturday Roundtable 7:45 am
  In Roundtable Session: Teacher Noticing, Language of Thinking, and Pedagogical Expertise in Mathematics (Table 34)

Abstract

Teacher noticing has been broadly conceptualized as the processes through which teachers notice and interpret classroom happenings in response to student thinking. It has been studied extensively over the last two decades in mathematics teacher education, but little research has been conducted on the ways in which noticing may support teachers’ instructional decisions across content areas. This paper describes the analysis of verbal and written teacher noticing data to explore similarities and differences in the ways that elementary generalists noticed student thinking in mathematics and English Language Arts discussions. Findings indicate that content-based teacher noticing around student thinking may share similar characteristics to those described within the deep well of mathematics teacher noticing research.

Authors

• Robyn K. Pinilla, University of Texas - El Paso

• Sam Prough, University of Delaware

• Murphy Young, University of Iowa