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Beginning Teachers’ Attending To Students’ Thinking

Year 2015, Volume: 23 Issue: 4, 1495 - 1510, 15.12.2015

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.

References

  • Ball, D. L. (1993). Halves, pieces, and twoths: Constructing representational contexts in teaching fractions. In T. Carpenter, E. Fennema, & T. Romberg, (Eds.), Rational numbers: An integration of research (pp. 157-196). Hillsdale, NJ: Erlbaum.
  • Clark, F. B., & Kamii, C. (1996). Identification of multiplicative thinking in children in grades 1-5. Journal for Research in Mathematics Education, 27, 41-51.
  • Colestock, A. (2009). A case study of one secondary mathematics teacher’s in the- moment noticing of student thinking while teaching. In S. L. Swars, D. W. Stinson, & S. Lemons-Smith (Eds.), Proce- edings of the 31st annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (pp. 1459-1466). Atlanta, GA: Georgia State University.
  • Creswell, J. W. (2008). Research design: Qualitative, quantitative and mixed method approaches. Thousand Oaks, CA: Sage Publications.
  • Gilles, C., Davis, B., & McGlamery, S. (2009). Induction programs that work. Phi Delta Kappan, 91(2), 42-47.
  • Jacobs, V. R., Lamb, L. C., & Philipp, R. A. (2010). Professional noticing of children’s mathematical thinking. Journal for Research in Mathematics Education, 41, 169-202.
  • Jacobs, V. R., Lamb, L. L. C., Philipp, R. A., & Schappelle, B. P. (2011). Deciding how to respond on the basis of children’s understandings. In M. G. Sherin, V. R., Jacobs, & R. A. Philipp (Eds.), Mathematics teacher noticing: Seeing through teachers’ eyes (pp. 97–116). New York: Routledge.
  • Kagan, D. (1992). Professional growth among preservice and beginning teachers. Review of Educa- tional Research, 62(2), 129-169.
  • Levin, D. M., Hammer, D., & Coffey, J. E. (2009). Novice teacher’s attention to student thinking. Journal of Teacher Education, 60, 142-154.
  • Luna, M., Russ, R., & Colestock, A. (2009, April). Teacher noticing in-the-moment of instruction: The case of one high school teacher. Paper presented at the annual meeting of the National Association for Research in Science Teaching (NARST), Garden Grove, CA.
  • Miller, K. F. (2011). Situation awareness in teaching: What educators can learn from video-based research in other fields? In M. G. Sherin, V. R., Jacobs, & R. A. Philipp (Eds.), Mathematics teacher noticing: Seeing through teachers’ eyes (pp. 51-65). New York: Routledge.
  • National Council of Teachers of Mathematics. (2000). Principles and standards for school mathe- matics. Reston, VA: Author.
  • Sabers, D., Cushing, K., & Berliner, D.C. (1991). Differences among teachers in a task characte- rized by simultaneity, multidimensionality and immediacy. American Educational Research Journal, 28, 63-88.
  • Schifter, D. (2011). Examining the behavior of operations: Noticing early algebraic ideas. In M. G. Sherin, V. R., Jacobs, & R. A. Philipp (Eds.), Mathematics teacher noticing: Seeing through teachers’ eyes (pp. 204-220). New York: Routledge.
  • Seidel, T., Sturmer, K., Blomberg, G., Kobarg, M., Schwindt, K. (2011). Teacher learning from analysis of videotaped classroom situations: Does it make a difference whether teachers observe their own teaching or that of others? Teaching and Teacher Education, 27, 259-267.
  • Sherin, M.G., & Han, S. Y. (2004). Teacher learning in the context of a video club. Teaching and Teacher Education, 20, 163-183.
  • Sherin, M. G., & van Es, E. (2005). Using video to support teachers’ ability to notice classroom interactions. Journal of Technology and Teacher Education, 13(3), pp. 475-491.
  • Sherin, M. G., Jacobs, V.R., & Philipp, R. A. (2011a). Situating the study of teacher noticing. In M. G. Sherin, V. R., Jacobs, & R. A. Philipp (Eds.), Mathematics teacher noticing: Seeing through teachers’ eyes (pp. 3-13). New York: Routledge.
  • Sherin, M. G., Russ, R. S., Colestock, A. A. (2011b). Accessing mathematics teachers’ in-the- moment noticing. In M. G. Sherin, V. R., Jacobs, & R. A. Philipp (Eds.), Mathematics teacher noticing: Seeing through teachers’ eyes (pp. 79-94). New York: Routledge.
  • Sherin, M.G., Russ, R.S., Sherin, B. L., & Colestock, A. (2008). Professional vision in action: An exploratory study. Issues in Teacher Education, 17(2), pp. 27-46.
  • Star, J. R., & Strickland, S. K. (2008). Learning to observe: Using video to improve preservice mat- hematics teachers’ ability to notice. Journal of Mathematics Teacher Education, 11, 107-125.
  • van Es, E.A., & Sherin, M.G. (2008). Mathematics teachers’ “learning to notice” in the context of a video club. Teaching and Teacher Education, 24, 244-276.
  • Westerman, D. A. (1991). Expert and novice teacher decision making. Journal of Teacher Educa- tion, 42(4), 292-305.
  • Yin, R. K. (2003). Case Study Research: Design and Methods, Third Edition, Applied Social Rese- arch Methods Series (3rd ed.). Sage Publications, Inc.

Yeni Öğretmenlerin Öğrenci Düşüncelerine Gösterdiği Dikkat

Year 2015, Volume: 23 Issue: 4, 1495 - 1510, 15.12.2015

Abstract

Bu makale üçüncü-sınıf öğretmenlerinin öğrencilerin matematiksel düşüncelerini fark etmeleri ile ilgili çoklu durum çalışmasından kesitler sunmaktadır. Bu makalede mesleğe yeni başlamış olan iki sınıf öğretmeninin öğrencilerin matematiksel düşüncelerini fark etme becerilerini kulaklarına takılı taşınabilir kamera aracılığıyla seçtikleri kayıtlar yoluyla inceledim. Derslerden sonra öğretmenlerle yaptığım röportajlar sırasında öğretmenlerin video klipleri neden çektiklerine dair verdikleri bilgiler onların değişik olayları fark ettiğine dair kanıt sundu. çalışmadaki iki öğretmenin de ders sırasında en çok ilgi gösterdiği olaylar öğrencilerin matematiksel düşünmeleri ile ilgiliydi. Bulgular hem öğretmenlerin dikkatini inceleme konusunda geliştirilen araştırma metotları konusunda hem de yeni başlayan öğretmenlerin dikkat becerileri konusunda çıkarımlar içermektedir.

References

  • Ball, D. L. (1993). Halves, pieces, and twoths: Constructing representational contexts in teaching fractions. In T. Carpenter, E. Fennema, & T. Romberg, (Eds.), Rational numbers: An integration of research (pp. 157-196). Hillsdale, NJ: Erlbaum.
  • Clark, F. B., & Kamii, C. (1996). Identification of multiplicative thinking in children in grades 1-5. Journal for Research in Mathematics Education, 27, 41-51.
  • Colestock, A. (2009). A case study of one secondary mathematics teacher’s in the- moment noticing of student thinking while teaching. In S. L. Swars, D. W. Stinson, & S. Lemons-Smith (Eds.), Proce- edings of the 31st annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (pp. 1459-1466). Atlanta, GA: Georgia State University.
  • Creswell, J. W. (2008). Research design: Qualitative, quantitative and mixed method approaches. Thousand Oaks, CA: Sage Publications.
  • Gilles, C., Davis, B., & McGlamery, S. (2009). Induction programs that work. Phi Delta Kappan, 91(2), 42-47.
  • Jacobs, V. R., Lamb, L. C., & Philipp, R. A. (2010). Professional noticing of children’s mathematical thinking. Journal for Research in Mathematics Education, 41, 169-202.
  • Jacobs, V. R., Lamb, L. L. C., Philipp, R. A., & Schappelle, B. P. (2011). Deciding how to respond on the basis of children’s understandings. In M. G. Sherin, V. R., Jacobs, & R. A. Philipp (Eds.), Mathematics teacher noticing: Seeing through teachers’ eyes (pp. 97–116). New York: Routledge.
  • Kagan, D. (1992). Professional growth among preservice and beginning teachers. Review of Educa- tional Research, 62(2), 129-169.
  • Levin, D. M., Hammer, D., & Coffey, J. E. (2009). Novice teacher’s attention to student thinking. Journal of Teacher Education, 60, 142-154.
  • Luna, M., Russ, R., & Colestock, A. (2009, April). Teacher noticing in-the-moment of instruction: The case of one high school teacher. Paper presented at the annual meeting of the National Association for Research in Science Teaching (NARST), Garden Grove, CA.
  • Miller, K. F. (2011). Situation awareness in teaching: What educators can learn from video-based research in other fields? In M. G. Sherin, V. R., Jacobs, & R. A. Philipp (Eds.), Mathematics teacher noticing: Seeing through teachers’ eyes (pp. 51-65). New York: Routledge.
  • National Council of Teachers of Mathematics. (2000). Principles and standards for school mathe- matics. Reston, VA: Author.
  • Sabers, D., Cushing, K., & Berliner, D.C. (1991). Differences among teachers in a task characte- rized by simultaneity, multidimensionality and immediacy. American Educational Research Journal, 28, 63-88.
  • Schifter, D. (2011). Examining the behavior of operations: Noticing early algebraic ideas. In M. G. Sherin, V. R., Jacobs, & R. A. Philipp (Eds.), Mathematics teacher noticing: Seeing through teachers’ eyes (pp. 204-220). New York: Routledge.
  • Seidel, T., Sturmer, K., Blomberg, G., Kobarg, M., Schwindt, K. (2011). Teacher learning from analysis of videotaped classroom situations: Does it make a difference whether teachers observe their own teaching or that of others? Teaching and Teacher Education, 27, 259-267.
  • Sherin, M.G., & Han, S. Y. (2004). Teacher learning in the context of a video club. Teaching and Teacher Education, 20, 163-183.
  • Sherin, M. G., & van Es, E. (2005). Using video to support teachers’ ability to notice classroom interactions. Journal of Technology and Teacher Education, 13(3), pp. 475-491.
  • Sherin, M. G., Jacobs, V.R., & Philipp, R. A. (2011a). Situating the study of teacher noticing. In M. G. Sherin, V. R., Jacobs, & R. A. Philipp (Eds.), Mathematics teacher noticing: Seeing through teachers’ eyes (pp. 3-13). New York: Routledge.
  • Sherin, M. G., Russ, R. S., Colestock, A. A. (2011b). Accessing mathematics teachers’ in-the- moment noticing. In M. G. Sherin, V. R., Jacobs, & R. A. Philipp (Eds.), Mathematics teacher noticing: Seeing through teachers’ eyes (pp. 79-94). New York: Routledge.
  • Sherin, M.G., Russ, R.S., Sherin, B. L., & Colestock, A. (2008). Professional vision in action: An exploratory study. Issues in Teacher Education, 17(2), pp. 27-46.
  • Star, J. R., & Strickland, S. K. (2008). Learning to observe: Using video to improve preservice mat- hematics teachers’ ability to notice. Journal of Mathematics Teacher Education, 11, 107-125.
  • van Es, E.A., & Sherin, M.G. (2008). Mathematics teachers’ “learning to notice” in the context of a video club. Teaching and Teacher Education, 24, 244-276.
  • Westerman, D. A. (1991). Expert and novice teacher decision making. Journal of Teacher Educa- tion, 42(4), 292-305.
  • Yin, R. K. (2003). Case Study Research: Design and Methods, Third Edition, Applied Social Rese- arch Methods Series (3rd ed.). Sage Publications, Inc.
There are 24 citations in total.

Details

Other ID JA42UR44KN
Journal Section Review Article
Authors

Rukiye Didem Taylan This is me

Publication Date December 15, 2015
Published in Issue Year 2015 Volume: 23 Issue: 4

Cite

APA Taylan, R. D. (2015). Beginning Teachers’ Attending To Students’ Thinking. Kastamonu Education Journal, 23(4), 1495-1510.

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