Mathematics teacher noticing: Seeing through teachers’ eyes

By Miriam Gamoran Sherin, V. Jacobs, Randolph A. Philipp. 2011

869 citations recorded by the source corpus.

Section I: Introduction 1. Situating the Study of Teacher Noticing, Miriam Gamoran Sherin, Victoria R. Jacobs, Randolph A. Philipp Section II: Foundations of Teacher Noticing 2. On Noticing Teacher Noticing, Frederick Erickson 3. Noticing: Roots and Branches, John Mason 4. Situation Awareness in Teaching: What Educators Can Learn From Video-Based Research in Other Fields, Kevin F. Miller 5. Reflections on the Study of Teacher Noticing, Bruce Sherin and Jon Star 6. Accessing Mathematics Teachers' In-the-Moment Noticing, Miriam Gamoran Sherin, Rosemary S. Russ, and Adam A. Colestock Section III: Studies of Mathematics Teacher Noticing 7. Deciding How to Respond on the Basis of Children's Understandings, Victoria R. Jacobs, Lisa L. C. Lamb, Randolph A. Philipp, and Bonnie P. Schappelle 8. Using Video to Improve Preservice Mathematics Teachers' Abilities to Attend to Classroom Features: A Replication Study, Jon R. Star, Kathleeen Lynch and, Natasha Perova 9. A Framework for Learning to Notice Student Thinking, Elizabeth A. van Es 10. From Teacher Noticing to a Framework for Analyzing and Improving Classroom Lessons, Rossella Santagata 11. Using Classroom Artifacts to Focus Teachers' Noticing: Affordances and Opportunities, Lynn T. Goldsmith and Nanette Seago 12. Noticing Leaders' Thinking About Videocases of Teachers Engaged in Mathematics Tasks in Professional Development, Elham Kazemi, Rebekah Elliott, Judith Mumme, Cathy Carroll, Kristin Lesseig, and Megan Kelley-Peterson 13. Examining the Behavior of Operations: Noticing Early Algebraic Ideas, Deborah Schifter Section IV: Conclusion 14. Noticing Matters. A Lot. Now What? Alan H. Schoenfeld

Subfields: Education, Social Psychology

View Paper: https://www.semanticscholar.org/paper/ff8a2c62b8ce8b50623dca412b31f46ce181df13

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Citations in the corpus

Student Teachers’ and Experienced Teachers’ Professional Vision of Students’ Understanding of the Rational Number Concept (2020, neutral): “Diagnostic teaching, which aims to build students’ understanding, is a difficult skill to adopt and hence a feature of highly accomplished teachers (Shoenfelt 2011).”
Supporting Teacher Noticing of Students' Mathematical Strengths (2016, background): “…Educator (cid:127) Vol. 4, No. 2, March 2016 provide a shared, local experience from which a heterogeneous group of teachers could learn to notice (Sherin, Jacobs, & Philipp, 2011; van Es & Sherin, 2008) students’ mathematical strengths in ways that could be useful and usable in their classrooms.”
Learning to See Teaching in New Ways (2015, background): “Learning to notice is related to developing expertise in a profession in terms of seeing and understanding complex situations in particular ways (Goodwin, 1994; Sherin, 2001; Sherin et al., 2011).”
Measuring mathematics teachers’ professional competence by using video clips (COACTIV video) (2016, background): “A related theoretical approach is the concept of professional vision (e.g., Goodwin 1994; Sherin et al. 2011; Seidel and Stürmer 2014), which also emphasizes the daily necessity for teachers to be able to perceive and interpret specific events in authentic classroom settings.”
Teacher noticing: enlightening or blinding? (2016, background): “Of course, it echoes the main activity of “making sense of events […] [that is] teachers necessarily interpret what they see, relating observed events to abstract categories and characterizing what they see in terms of familiar instructional episodes” (Sherin et al., 2011a, p. 5).”
The relation between content-specific and general teacher knowledge and skills (2016, background): “P-I-D math was, for example, more closely related to P-I-D CM and GPK than to MCK.”