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Teacher noticing = bridging and broadening perspectives, contexts, and frameworks /

Record Type:	Language materials, printed : Monograph/item
Title/Author:	Teacher noticing/ edited by Edna O. Schack, Molly H. Fisher, Jennifer A. Wilhelm.
Reminder of title:	bridging and broadening perspectives, contexts, and frameworks /
other author:	Schack, Edna O.
Published:	Cham :Springer International Publishing : : 2017.,
Description:	xx, 536 p. :ill., digital ; : 24 cm.;
Contained By:	Springer eBooks
Subject:	Mathematics - Study and teaching. -
Online resource:	http://dx.doi.org/10.1007/978-3-319-46753-5
ISBN:	9783319467535

Teacher noticing = bridging and broadening perspectives, contexts, and frameworks /
Teacher noticingbridging and broadening perspectives, contexts, and frameworks /[electronic resource] :edited by Edna O. Schack, Molly H. Fisher, Jennifer A. Wilhelm. - Cham :Springer International Publishing :2017. - xx, 536 p. :ill., digital ;24 cm. - Research in mathematics education. - Research in mathematics education..

Introduction: Probing Beneath the Surface of Experience -- Teacher Noticing in Various Grade Bands and Contexts: Commentary -- From a Framework to a Lens: Learning to Notice Student Mathematical Thinking -- Investigating Secondary Preservice Teacher Noticing of Students' Mathematical Thinking -- A Case Study of Middle School Teachers' Noticing during Modeling with Mathematics Tasks -- Using Video of Peer Teaching to Examine Grades 6-12 Preservice Teachers' Noticing -- Examining Student Thinking through Teacher Noticing: Commentary -- Mathematical Teacher Noticing: The Key to Learning from Lesson Study -- Learning to Notice Student Thinking about the Equal Sign: K-8 Pre-service Teachers' Experiences in a Teacher Preparation Program -- Following a Teacher's Mathematical and Scientific Noticing across Career Progression from Field Experiences to Classroom Teaching -- Noticing Students' Conversations and Gestures during Group Problem-Solving in Mathematics -- Extending Equitable Practices in Teacher Noticing: Commentary -- "Everything Matters": Mexican-American Prospective Elementary Teachers Noticing Issues of Status and Participation While Learning to Teach Mathematics -- "Maybe It's a Status Problem." Development of Mathematics Teacher Noticing for Equity -- Making Visible the Relationship between Teachers' Noticing for Equity and Equitable Teaching Practice -- Complexities in Measuring Teacher Noticing: Commentary -- Measuring Noticing Within Complex Mathematics Classroom Interactions -- Using Mathematical Learning Goals To Analyze Teacher Noticing -- Measuring Elementary Mathematics Teachers' Noticing: Using Child Study as a Vehicle -- Investigating the Relationship Between Professional Noticing and Specialized Content Knowledge -- A Standardized Approach for Measuring Teachers' Professional Vision: The Observer Research Tool -- Challenges in Measuring Secondary Mathematics Teachers' Professional Noticing of Students' Mathematical Thinking -- Exploring the Boundaries of Teacher Noticing: Commentary -- Shifting Perspectives on Preservice Teachers' Noticing of Children's Mathematical Thinking -- Curricular Noticing: Theory on and Practice of Teachers' Curricular Use -- The FOCUS Framework: Characterising Productive Noticing during Lesson Planning, Delivery, and Review -- Noticing Distinctions Among and Within Instances of Student Mathematical Thinking -- Teachers' Professional Noticing from a Perspective of Key Elements of Intensive, One-to-one Intervention -- The Ascendance of Noticing: Connections, Challenges, and Questions.

This book reflects on the continuing development of teacher noticing through an exploration of the latest research. The authors and editors seek to clarify the construct of teacher noticing and its related branches and respond to challenges brought forth in earlier research. The authors also investigate teacher noticing in multiple contexts and frameworks, including mathematics, science, international venues, and various age groups.

ISBN: 9783319467535

Standard No.: 10.1007/978-3-319-46753-5doiSubjects--Topical Terms:

671531
Mathematics
--Study and teaching.

LC Class. No.: QA11.2 / .T43 2017

Dewey Class. No.: 510.71

Teacher noticing = bridging and broadening perspectives, contexts, and frameworks /
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505 0 $a Introduction: Probing Beneath the Surface of Experience -- Teacher Noticing in Various Grade Bands and Contexts: Commentary -- From a Framework to a Lens: Learning to Notice Student Mathematical Thinking -- Investigating Secondary Preservice Teacher Noticing of Students' Mathematical Thinking -- A Case Study of Middle School Teachers' Noticing during Modeling with Mathematics Tasks -- Using Video of Peer Teaching to Examine Grades 6-12 Preservice Teachers' Noticing -- Examining Student Thinking through Teacher Noticing: Commentary -- Mathematical Teacher Noticing: The Key to Learning from Lesson Study -- Learning to Notice Student Thinking about the Equal Sign: K-8 Pre-service Teachers' Experiences in a Teacher Preparation Program -- Following a Teacher's Mathematical and Scientific Noticing across Career Progression from Field Experiences to Classroom Teaching -- Noticing Students' Conversations and Gestures during Group Problem-Solving in Mathematics -- Extending Equitable Practices in Teacher Noticing: Commentary -- "Everything Matters": Mexican-American Prospective Elementary Teachers Noticing Issues of Status and Participation While Learning to Teach Mathematics -- "Maybe It's a Status Problem." Development of Mathematics Teacher Noticing for Equity -- Making Visible the Relationship between Teachers' Noticing for Equity and Equitable Teaching Practice -- Complexities in Measuring Teacher Noticing: Commentary -- Measuring Noticing Within Complex Mathematics Classroom Interactions -- Using Mathematical Learning Goals To Analyze Teacher Noticing -- Measuring Elementary Mathematics Teachers' Noticing: Using Child Study as a Vehicle -- Investigating the Relationship Between Professional Noticing and Specialized Content Knowledge -- A Standardized Approach for Measuring Teachers' Professional Vision: The Observer Research Tool -- Challenges in Measuring Secondary Mathematics Teachers' Professional Noticing of Students' Mathematical Thinking -- Exploring the Boundaries of Teacher Noticing: Commentary -- Shifting Perspectives on Preservice Teachers' Noticing of Children's Mathematical Thinking -- Curricular Noticing: Theory on and Practice of Teachers' Curricular Use -- The FOCUS Framework: Characterising Productive Noticing during Lesson Planning, Delivery, and Review -- Noticing Distinctions Among and Within Instances of Student Mathematical Thinking -- Teachers' Professional Noticing from a Perspective of Key Elements of Intensive, One-to-one Intervention -- The Ascendance of Noticing: Connections, Challenges, and Questions.
520 $a This book reflects on the continuing development of teacher noticing through an exploration of the latest research. The authors and editors seek to clarify the construct of teacher noticing and its related branches and respond to challenges brought forth in earlier research. The authors also investigate teacher noticing in multiple contexts and frameworks, including mathematics, science, international venues, and various age groups.
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