The preparation of this article was supported by a grant from the National Science Foundation (NSF) (DRK-12 Grant: 1223074).
Proceedings of the 37th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education
Mathematics -- Study and teaching (Elementary), Effective teaching, Mathematical ability, Mathematics teachers--Training of
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.
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).