NOTICING: Roots and Branches

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How researchers see this paper

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Building Thinking Classrooms: Conditions for Problem-Solving (2016, methodology): “Since then, I have been informed by an increasing body of literature on noticing (Fernandez, Llinares, & Valls, 2012 ; Jacobs, Lamb, & Philipp, 2010 ; Mason, 2011 ; Sherin, Jacobs, & Philipp, 2011 ; van Es, 2011 ).”
Supporting Teacher Noticing of Students' Mathematical Strengths (2016, background): “According to Mason (2011), noticing is a “collection of techniques for (a) pre-paring to notice in the moment, (b) post-paring by refl ecting on the recent past to select what one wants to notice or be sensitized to particularly; in order (c) to pare, that is notice in the moment and so be enabled…”
What Preservice Teachers and Knowledgeable Others Professionally Notice During Lesson Study (2015, methodology): “As a result, preparing preservice teachers to be mindful of students’ thinking and reasoning and being explicit about the role of professional noticing is important for promoting student learning (Mason, 2011).”
Learning to Notice Mathematics Instruction: Using Video to Develop Preservice Teachers' Vision of Ambitious Pedagogy (2017, background): “Moreover, research suggests that noticing is an active and intentional act; that it is consequential to the learning opportunities afforded to students; and that it is a high leverage practice for teaching (Erickson, 2011; Kersting, 2008; Mason, 2011; McDonald et al., 2013).”