Core Practices in Elementary School Teaching: Anticipating and Noticing Children's Mathematical Thinking

• In Event: 29.082 - Roundtable Session 9
  In Roundtable Session: 29.082-23 - Curriculum Innovations and Technology in Mathematics Education

Abstract

Teachers’ engagement in the two core teaching practices of anticipating and noticing children’s mathematical thinking was explored in the context of the same equal sharing story problem with a fractional answer. Participants included 72 third, fourth, and fifth grade teachers who were in their first, second, or third year of professional development focused on learning to teach responsively on the basis of children’s thinking. Data included teachers’ written responses to two tasks designed to elicit their anticipating and noticing expertise. Preliminary findings suggest expertise in anticipating and noticing children’s mathematical thinking is distributed on a continuum and that teachers’ anticipating may develop sooner than their noticing.

Authors

• Susan B. Empson, University of Missouri - Columbia

• Victoria R. Jacobs, University of North Carolina - Greensboro

• Gladys Krause, The University of Texas - Austin

• Naomi Jessup, University of North Carolina - Greensboro

• Amy Hewitt, The University of North Carolina at Greensboro

• Kristen D'Anna Pynes, The University of Texas - Austin