A FRAMEWORK FOR LEARNING TO NOTICE STUDENT THINKING

By Elizabeth A. van Es. 2011

408 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education, Social Psychology

View Paper: https://www.semanticscholar.org/paper/0ae7b2bbc09ae2f6b603a63cd2307516fcb27668

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In Developmental and Educational Psychology

In Education

In Social Psychology

Citations in the corpus

What Preservice Teachers and Knowledgeable Others Professionally Notice During Lesson Study (2015, methodology): “The original framework by van Es (2011) included two main sections: What Teachers Notice and How Teachers Notice.”
Studying teacher noticing: Examining the relationship among pre-service science teachers' ability to attend, analyze and respond to student thinking (2015, methodology): “Though nearly half of the candidates from both cohorts tended to score either at the low level in every skill or at the high level in every skill, the rest of the candidates demonstrated what has been described as “mixed” noticing (van Es, 2011; van Es & Sherin, 2002).”
Teachers’ professional knowledge and noticing: The case of multiple representations in the mathematics classroom (2015, background): “in the way it was specified by van Es and Sherin (2002). They emphasize that teachers’ noticing is not only about attending to what is significant in a classroom situation, but that it also includes making sense of and reasoning about what is observed by drawing on corresponding knowledge.”
Building Thinking Classrooms: Conditions for Problem-Solving (2016, positive): “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 ).”
A Framework for the Facilitation of Teachers’ Analysis of Video (2014, result): “We found in prior studies that in both programs we investigated, the teachers learned to focus on the mathematically important details of student thinking (Goldsmith & Seago, 2008; van Es, 2011; van Es & Sherin, 2008), yet we knew very little about how the facilitators helped promote this learning.”
Learning to Notice Mathematics Instruction: Using Video to Develop Preservice Teachers' Vision of Ambitious Pedagogy (2017, methodology): “…(Glaser & Strauss, 1967), we developed a three-level coding framework (see Table 3) to capture variations we observed in the data, similar to other research that examines the nature and development of teacher noticing and lesson analysis (Davis, 2006; Santagata & Angelici, 2010; van Es, 2011).”
Learning to See Teaching in New Ways (2015, methodology): “In the baseline interviews, consistent with van Es (2011), participants’ pedagogy-related comments varied, with some of them attending to what the teacher did independent of the students.”