Mathematics Teachers' Noticing in Justification-Relevant Contexts

• In Event: 31.079 - Teaching, Discourse, and Noticing in Mathematics Classrooms

Abstract

To deepen our understanding of how teachers organize and support student participation in justification and argumentation, we undertook an analysis of teachers’ professional noticing of children’s mathematical thinking (Jacobs, Lamb & Philipp, 2010). In this paper, we share a framework developed to capture distinctions among teachers’ professional noticing during the implementation of justification tasks. We also report results from our analysis of teachers’ attending to students’ thinking and their pedagogical reasoning during video-supported stimulated recall interviews. The results suggest important distinctions among teachers’ noticing that are relevant for understanding how teachers support student justification activity. Implications for how professional developers organize learning experiences for teachers to advance their pedagogy of justification are discussed.

Authors

• Megan E. Staples, University of Connecticut

• Ann Sitomer, Oregon State University