Mathematics Teacher Noticing

Sherin, Miriam Gamoran; Jacobs, Victoria R.; Philipp, Randolph A.

doi:10.4324/9780203832714

Cited by 496 publications

(22 citation statements)

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“…In this study, we focus on the cultivation of interpretive power as a critical lever in expanding the repertoires of practice, experiences, ideas, and perspectives that teachers see as having intellectual power and value in science. As a construct, interpretive power is closely related to recent research on teacher noticing (Russ & Luna, ; Sherin, Jacobs, & Philipp, ). This body of research focuses on studying teachers’ sensitivity to mathematically and, more recently, scientifically significant learning events, student thinking, and relationships between teacher moves, teacher framing, and student learning (Jacobs, Lamb, & Philipp, ; Jacobs, Lamb, Philipp, & Schappelle, ; Sherin, ; van Es, ; van Es & Sherin, ).…”

Section: Theoretical Frameworkmentioning

confidence: 89%

“…Indeed, interpretation was experienced as a collective activity, distributed in the group through emergent, co‐constructed understandings of student utterances. Work with the cases, in short, disciplined teachers’ perception (Stevens & Hall, 1998; Sherin, Jacobs, & Philipp, ) toward new ways of seeing students’ sense‐making practices, the diverse forms they take, and the intellectual functions they serve in science learning and teaching.…”

Section: Discussionmentioning

confidence: 99%

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Developing interpretive power in science teaching

Rosebery¹,

Warren²,

Tucker‐Raymond³

2015

J Res Sci Teach

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Early career teachers rarely receive sustained support for addressing issues of diversity and equity in their science teaching. This paper reports on design research to create a 30 hour professional development seminar focused on cultivating the interpretive power of early career teachers who teach science to students from historically non-dominant communities. Interpretive power refers to teachers' attunement to (a) students' diverse sense-making repertoires as intellectually generative in science and (b) expansive pedagogical practices that encourage, make visible, and intentionally build on students' ideas, experiences, and perspectives on scientific phenomena. The seminar sought to integrate student sense-making, scientific subject matter, teaching practice, and matters of equity and diversity on the same plane of professional inquiry by engaging participants in: (a) learning plant science; (b) analyzing classroom cases; (c) experimenting with expansive discourse practices in their classrooms; and (d) analyzing their classroom experiments in relation to student sense-making and expansive pedagogy. Twenty-eight teachers participated in two cycles of design research. An interview-based transcript analysis task captured shifts in teachers' interpretive power through their participation in the seminar. Findings showed that the teachers developed greater attunement to: complexity in students' scientific ideas; the intellectual generativity of students' sense-making; student talk as evidence of in-process, emergent thinking; and co-construction of meaning in classroom discussions. Findings also showed that participants developed deeper understanding of the functions of expansive teaching practices in fostering student sense-making in science and greater commitment to engaging in expansive practices in their classroom science discussions. # 2015 Wiley Periodicals, Inc. J Res Sci Teach XX:XX-XX, 2015.

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Section: Theoretical Frameworkmentioning

confidence: 89%

Section: Discussionmentioning

confidence: 99%

Developing interpretive power in science teaching

Rosebery¹,

Warren²,

Tucker‐Raymond³

2015

J Res Sci Teach

View full text Add to dashboard Cite

show abstract

“…Because teacher educators have learned that only identifying and rehearsing core competencies of teachers has not worked successfully in teacher education in the 1970s (Zeichner, ) and that fetishizing methods can dehumanize education (Bartolomé, ), emphasizing responsiveness to students seems an urgent and complementary approach to rehearsals in practice‐based teacher education. While teacher education researchers in mathematics and science education have studied responsiveness (e.g., Sherin, Jacobs, & Philipp, ), few researchers in second language, literacy, and multicultural education have written about how teacher education pedagogies can enhance candidates’ abilities to do so.…”

Section: Resultsmentioning

confidence: 99%

Empathetic, Critical Integrations of Multiple Perspectives: A Core Practice for Language Teacher Education?

Daniel

2015

TESOL J

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In this self‐study, the author reflects on her implementation of empathetic, critical integrations of multiple perspectives (ECI), which she designed to afford preservice teachers the opportunity to discuss and collectively reflect upon the oft‐diverging multiple perspectives, values, and practices they experience during their practicum (Daniel, ; Grossman, Smagorinsky, & Valencia, ; Thompson, Windschitl, & Braaten, ; Zeichner, ). Because candidates can experience conflicting values in practicums, such as the use of transmission‐based pedagogy versus constructivist views of learning (Anderson & Stillman, ), they need support and opportunities to talk about how they navigate these contradictory goals and visions of effective instruction. The author found that ECIs help candidates to participate in building connections between university‐based and practicum‐based learning experiences in teacher education, a problem that Zeichner () has suggested teacher educators remedy. Results of this self‐study led the author to a new goal of cultivating responsiveness at two levels—(1) in her own responsiveness with candidates, and (2) in her abilities to cultivate candidates’ responsiveness with ELLs.

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“…Even though the length of teachers' discussions does not provide indication about the quality of the conversation, the depth of their thinking, or their actual noticing, we consider teacher selection and discussion of videos to be an indicator of what they notice (e.g. van Es, 2011;van Es & Sherin, 2008). Consequently knowing more about the length of time teachers spend discussing particular video clips is important to provide the field with data on the types of video teachers select to discuss.…”

Section: Introductionmentioning

confidence: 99%

Video Complexity: Describing Videos Used for Teacher Learning

Amador

Keehr

Wallin

et al. 2020

EURASIA J MATH SCI T

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Video is a common tool to support teacher learning, as it provides opportunity for reflection on teaching practices. Video clubs are one professional learning experience that integrates video, providing teachers an opportunity to collaboratively discuss videos from their teaching. However, few research studies have focused on the characteristics of videos used for teacher learning. We engaged teachers in a video club over the course of an academic year and analyzed the relationships between the videos teachers discussed and the complexity of the videos. Findings indicate teachers were less likely to select videos with higher complexity for discussion; however, they commonly discussed videos that included multiple participation structures for students. Teachers also discussed videos that included teacher questioning and scaffolding, student misconceptions, and those in which student thinking initially seemed inflexible. We provide the Video Complexity Framework for teacher educators and researchers to use to describe the complexity of the videos in teacher education.

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Mathematics Teacher Noticing

Cited by 496 publications

References 0 publications

Developing interpretive power in science teaching

Developing interpretive power in science teaching

Empathetic, Critical Integrations of Multiple Perspectives: A Core Practice for Language Teacher Education?

Video Complexity: Describing Videos Used for Teacher Learning

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