Third-grade teachers' noticing of students' mathematical thinking
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[ACCESS RESTRICTED TO THE UNIVERSITY OF MISSOURI AT AUTHOR'S REQUEST.] This multiple-case study investigated third-grade teachers' noticing of students' mathematical thinking and their instructional actions in response to it. This study also examined differences between two beginning teachers and a highly-accomplished teacher as they taught multiplication and division. Teachers were observed over three consecutive mathematics lessons during which they wore portable cameras and selected video clips of their instruction. During follow-up interviews, teachers explained their rationale for selecting the clips that served as evidence of their attention to different elements of classroom instruction, particularly student thinking. Teachers also interpreted students' mathematical thinking. Unlike previous investigations of teacher noticing, this study documented teachers' instructional actions in addition to their in the-moment noticing skills. Results indicated that all teachers attended to student thinking more frequently than other elements of classroom instruction. Compared to beginning teachers, the highly-accomplished teacher made more specific connections between students' thinking and previous instruction. With respect to the instructional actions, the highly-accomplished teacher challenged student thinking and introduced alternative representations more frequently, but complimented students less frequently than the beginning teachers. Results of this study have implications for the design of research of teacher noticing as well as for teacher preparation and professional development programs for teachers.
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