Sponsor
The preparation of this article was supported by a grant from the National Science Foundation (NSF) (DRK-12 Grant: 1223074).
Published In
Proceedings of the 37th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education
Document Type
Conference Proceeding
Publication Date
2016
Subjects
Mathematics -- Study and teaching (Elementary), Effective teaching, Mathematical ability, Mathematics teachers--Training of
Abstract
In this report, we will consider in-service elementary school teachers' noticing of the mathematical practice: justification. This study is part of a larger project evaluating the efficacy of a three year professional development built around attending to student thinking and promoting mathematical habits of justifying, generalizing and making sense. Noticing just¢cation is a complex task requiring attention to both the (1) mathematical content and strategies and (2) the nature of the argument provided by a student. We have found that teachers' struggle to attend to both aspects simultaneously and offer a framework for considering teacher noticing of mathematical practices.
Persistent Identifier
https://archives.pdx.edu/ds/psu/29991
Citation Details
Melhuish, K., Thanheiser, E., Fasteen, J., & Fredericks, J. (2015). Teacher noticing of justification: Attending to the complexity of mathematical content and practice. In Bartell, T. G., Bieda, K. N., Putnam, R. T., Bradfield, K., & Dominguez, H. (Eds.). Proceedings of the 37th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education. (pp. 748- 755).