Jacobs, Lamb, & Philipp (2010)

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Professional Noticing of Children's Mathematical Thinking

Source: http://www.jstor.org/stable/20720130

Abstract

The construct professional noticing of children's mathematical thinking is introduced as a way to begin to unpack the in-the-moment decision making that is foundational to the complex view of teaching endorsed in national reform documents. We define this expertise as a set of interrelated skills including (a) attending to children's strategies, (b) interpreting children's understandings, and (c) deciding how to respond on the basis of children's understandings. This construct was assessed in a cross-sectional study of 131 prospective and practicing teachers, differing in the amount of experience they had with children's mathematical thinking. The findings help to characterize what this expertise entails; provide snapshots of those with varied levels of expertise; and document that, given time, this expertise can be learned.

Outline of Headings

  • Noticing of Mathematics Teachers
    • Professional Noticing of Children's Mathematical Thinking
      • Attending to Children's Strategies
      • Interpreting Children's Mathematical Understandings
      • Deciding How to Respond on the Basis of Children's Understandings
    • Investigation of Professional Noticing of Children's Mathematical Thinking
  • Method
    • Participants
    • Professional Development
    • Measures
      • Artifacts of Practice
        • Lunch Count video clip
        • M&M's written student work
      • Writing Prompts and Coding Schemes
        • Attending prompt
        • Interpreting prompt
        • Deciding-how-to-respond prompt
    • Analyses
  • Findings and Discussion
    • Overview of Participant-Group Differences
    • Attending to Children's Strategies
      • Evidence of Attention to Children's Strategies
      • Lack of Evidence of Attention to Children's Strategies
      • Developmental Patterns
        • A final note
    • Interpreting Children's Understandings
      • Robust Evidence of Interpretation of Children's Understandings
      • Limited Evidence of Interpretation of Children's Understandings
      • Lack of Evidence of Interpretation of Children's Understandings
      • Developmental Patterns
    • Deciding How to Respond on the Basis of Children's Understandings
      • Robust Evidence of Deciding How to Respond on the Basis of Children's Understandings
      • Limited Evidence of Deciding How to Respond on the Basis of Children's Understandings
      • Lack of Evidence of Deciding How to Respond on the Basis of Children's Understandings
      • Developmental Patterns
  • Conclusions
    • Conceptualization of Professional Noticing of Children's Mathematical Thinking
    • Developmental Trajectories of Professional-Noticing Expertise
    • Supporting Professional Noticing of Children's Mathematical Thinking in Professional Development
      • Discussion Prompts
        • Attending to children's strategies
        • Interpreting children's understandings
        • Deciding how to respond on the basis of children's understandings
      • Growth Indicators
    • Next Steps

Corrolary

APA
Jacobs, V. R., Lamb, L. L. C., & Philipp, R. A. (2010). Professional noticing of children's mathematical thinking. Journal for Research in Mathematics Education, 41(2), 169–202.
BibTeX
@article{Jacobs2010,
author = {Jacobs, Victoria R. and Lamb, Lisa L. C. and Philipp, Randolph A.},
journal = {Journal for Research in Mathematics Education},
keywords = {In-service teacher education,children's strategies,decision-making,early childhood K-4,pedagogical knowledge,planning,preservice teacher education,professional development,teaching practice},
number = {2},
pages = {169--202},
title = {{Professional noticing of children's mathematical thinking}},
url = {http://www.jstor.org/stable/20720130},
volume = {41},
year = {2010}
}