Content-Specific Noticing Among Early-Career Mathematics Teachers

• In Event: AERA Roundtable Session Sunday 1:45 pm
  In Roundtable Session: Beliefs, Practices, and Identities: Reframing Mathematics Teaching Through a Human-Centered Lens

Abstract

Noticing requires more than experience since it involves identifying key moments in teaching and interpreting them through knowledge-based reasoning. However, little is known about how early-career teachers notice content-specific issues. This study examines what 207 early-career teachers in the U.S. noticed in authentic video clips of mathematics instruction and how their content knowledge and educational backgrounds shaped their noticing. Findings show that teachers most often noticed issues related to mathematics pedagogy and commonly took an interpretive stance. Their interpretations were closely tied to strong content understanding, while indicators of educational preparation, such as the teacher preparation route or holding a mathematics teaching credential, were not significantly related.

Authors

• Yasemin Copur-Gencturk, University of Southern California

• Ahreum Han, University of Southern California