Beginning Teachers’ Attending To Students’ Thinking
Abstract
This article presents findings from a multiple-case study that investigated third-grade teachers’ noticing of students’ mathematical thinking. I investigated two beginning teachers’ attending to student thinking during teaching by allowing teachers to select interesting moments of instruction via a portable camera attached to their ear. Subsequent interviews revealed teachers’ rationale in selecting the video clips, which provided evidence of attending to different events. Student thinking was the major element that both teachers attended during instruction. The results have implications for both research methods in studying teacher noticing and understanding beginning teacher noticing skills.
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References
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