TEACHER NOTICING OF JUSTIFICATION: ATTENDING TO THE COMPLEXITY OF MATHEMATICAL CONTENT AND PRACTICES

• In Event: TEACHER EDUCATION & KNOWLEDGE: TEACHER NOTICING OF JUSTIFICATION

Description

We will consider in-service elementary school teachers’ noticing of the mathematical practice: justification. This study is part of a larger project evaluating the efficacy of a three year professional development built around attending to student thinking and promoting mathematical habits of justifying, generalizing and making sense. Noticing justification is a complex task requiring attention to both the (1) mathematical content and strategies and (2) the nature of the argument provided by a student. We have found that teachers’ struggle to attend to both aspects simultaneously and offer a framework for considering teacher noticing of mathematical practices.

Authors

• Kathleen Melhuish, Portland State University

• Eva Thanheiser, Portland State University

• Jodi Fasteen, Portland State University

• Julie Fredericks, Teachers Development Group