Teacher Noticing on Students’ Reasoning of Statistical Variability

Abstract

It arises that teachers' professional competence should be considered not only with a cognitive perspective but also with a situative perspective. In this study, we considered mathematics teachers noticing as situational professional competencies of a mathematics teacher, and explored how mathematics teachers noticing on children’s development of reasoning about variability in a video club has changed with the situative perspective. Findings illustrate that the ‘interpreting’ component among the three components of noticing—attending, interpreting and deciding how to respond—was critically decisive for the change of the participant teachers’ noticing. We also discussed how the video club intervention and the framework of children's’ development of reasoning about variability can support the development of teacher noticing as a professional competence. This study has implications on the design of a video club to improve mathematics teacher noticing.