Professional Noticing of Children's Mathematical Thinking.

By V. Jacobs, Lisa L. C. Lamb, Randolph A. Philipp. 2010

1,408 citations recorded by the source corpus.

Subfields: Education, Statistics and Probability

View Paper: https://www.semanticscholar.org/paper/ba4ffba18d0afb083104281823edcffa42875ed4

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Citations in the corpus

Noticing Children's Participation: Insights into Teacher Positionality toward Equitable Mathematics Pedagogy. (2014, background): “In teachers’ professional noticing of children’s mathematical thinking, interpreting refers to an assessment of children’s strategies based on evidence (Jacobs et al., 2010).”
Making Connections in Practice (2013, methodology): “Prevailing views of mathematics teacher preparation emphasize the importance of PSTs attending to CMT (e.g., Jacobs et al., 2010).”
Decentering: A construct to analyze and explain teacher actions as they relate to student thinking (2016, background): “The purpose of this article is to extend the literature on what is entailed in teachers effectively focusing on and leveraging student thinking during teaching, from the elementary level (Carpenter et al. 2000; Franke et al. 2011; Franke et al. 2009; Jacobs et al. 2010) to the secondary level.”
What Preservice Teachers and Knowledgeable Others Professionally Notice During Lesson Study (2015, background): “…research that suggests that preservice teachers do not focus on student thinking, or notice at levels lower than those of experienced teachers (Jacobs et al., 2010; Sherin & van Es, 2005; Star & Strickland, 2008), this finding contributes to the field to suggest that, given appropriate…”
Teachers’ professional knowledge and noticing: The case of multiple representations in the mathematics classroom (2015, methodology): “approach has also been used in the question format of the study by Jacobs et al. (2010) on professional noticing of children’s mathematical thinking.”
Achieving Elusive Teacher Change through Challenging Myths about Learning: A Blended Approach (2018, background): “Teachers have been introduced to problem-solving teaching, project-based teaching, assessment for learning, Cognitively Guided Instruction (CGI), and other ideas [32].”
Student Teachers’ and Experienced Teachers’ Professional Vision of Students’ Understanding of the Rational Number Concept (2020, positive): “This indicates that student teachers are able to use their content knowledge to interpret students’ understanding of fractions but struggle with applying it to instructions, which is known to demand other complex skills (Jacobs et al. 2010).”