Teachers’ Noticing of Unpredictable Narratives in Collaborative Learning with Computer Simulations

Abdu, Rotem; Slakmon, Benzi

doi:10.1080/07380569.2022.2090756

Cited by 2 publications

(3 citation statements)

References 40 publications

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“…Research into how teachers notice students' mathematical thinking when they are working in technology‐mediated environments is limited (e.g., Abdu & Slakmon, 2022; Bailey et al, 2022; Chandler, 2017; Dick et al, 2022; Hollebrands et al, 2018; Lovett et al, 2019a; Wilson et al, 2011; Yeo & Webel, 2019). In 2011, simultaneous to the introduction of the noticing construct, Wilson and colleagues engaged PSTs with examining students' work when solving statistical problems using a dynamic statistical tool (i.e., TinkerPlots).…”

Section: Technology and Teacher Noticingmentioning

confidence: 99%

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A framework to support teacher noticing of students' mathematical thinking in technology‐mediated environments

McCulloch,

Dick,

Lovett

2023

School Sci & Mathematics

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The practice of teacher noticing students' mathematical thinking often includes three interrelated components: attending to students' strategies, interpreting students' understandings, and deciding how to respond on the basis of students' understanding. This practice gains complexity in technology‐mediated environments (i.e., using technology‐enhanced math tasks) because it requires attending to and interpreting students' engagement with technology. Current frameworks implicitly assume the practice includes noticing the ways students use tools (including technology tools) in their work, but do not explicitly highlight the role of the tool. While research has shown that using these frameworks supports preservice secondary mathematics teachers (PSTs) developing noticing practices, it has also shown that PSTs largely overlook students' technology engagement when they are working on technology‐enhanced tasks (Journal for Research in Mathematics Education, 2010; 41(2):169–202). In this article, we describe our adaptation of Jacobs et al.'s framework for teacher noticing student mathematical thinking to include a focus on making students' technology‐tool engagement explicit when noticing in technology‐mediated environments, the Noticing in Technology‐Mediated Environments (NITE) framework. We describe the theoretical foundations of the framework, provide a video case example, and then illustrate how the framework can be used by mathematics teacher educators to support PSTs' noticing when students are working in technology‐mediated environments.

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Section: Technology and Teacher Noticingmentioning

confidence: 99%

“…More recently, Abdu and Slakmon (2022) examined an experienced teacher's in‐the‐moment noticing when engaging students in a technology‐enhanced math task (in this case using GeoGebra). They focused on the teacher's noticing of a particular pair of students in the context of the whole class.…”

Section: Technology and Teacher Noticingmentioning

confidence: 99%

A framework to support teacher noticing of students' mathematical thinking in technology‐mediated environments

McCulloch,

Dick,

Lovett

2023

School Sci & Mathematics

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“…If student collaboration has been increasingly studied and given incentives, the same is not true for teacher collaboration. The teacher's work, online or offline, remains almost to a full extent an individual activity, for collaborative teaching is seldom seen or practiced (Pandita & Kumar, 2022;Abdu & Slakmon, 2023). However, some examples do exist, such as when a teacher invites another to lecture in his class (shared teaching); or when teachers gather to evaluate a class's performance.…”

Section: Introductionmentioning

confidence: 99%

Online teaching; An emerging reality

Reis

Vicente

2023

PROSOC

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Education is a social practice historically placed, and goes beyond all human activity, spreading to the network of relations that takes place in the social fabric, mediated or not by some kind of technology. Online education constitutes a new professional configuration, a possibility of the effective use of teaching and the effective construction of knowledge from another spatial-temporal logic, without losing sight of the objective conditions of social networks. The objective of this study was to assess the emerging reality of online teaching. This study used the literature review method. A content analysis method was used to analyze resources derived from previous literature. The concept of education is in a state of flux at the moment, where both old and new concepts are competing to prove their validity. A progressive educational system can only be achieved through time, research, and more intensive use of innovative practices, supported by the most recent possibilities offered by information and communication technologies. Keywords: Education; E-learning; online teaching; professional configuration; Virtual Teaching.

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Teachers’ Noticing of Unpredictable Narratives in Collaborative Learning with Computer Simulations

Cited by 2 publications

References 40 publications

A framework to support teacher noticing of students' mathematical thinking in technology‐mediated environments

A framework to support teacher noticing of students' mathematical thinking in technology‐mediated environments

Online teaching; An emerging reality

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