Rick A. Hudson

Following a Teacher’s Mathematical and Scientific Noticing Across Career Progression from Field Experiences to Classroom Teaching

In this study, we focus on one preservice teacher’s noticing of students’ mathematical and scientific thinking with an emphasis on how the acts of attending and interpreting can influence decisions about pedagogical actions. The study centers on an innovative field experience approach that incorporates lesson study in order to emphasize students’ thinking and its impact. Consequently, we were interested in understanding how one teacher made decisions based on her noticing at three points in her career: preservice field experiences, student teaching, and her first-year teaching. We used a case study approach to focus on one preservice teacher. Findings indicate that scaffolding PSTs to notice students’ mathematical and scientific thinking influenced how she noticed and considered students’ thinking while teaching. Results further indicate that supporting the development of noticing during field experiences has a positive impact on a teacher when she was in her own classroom. The study provides a unique contribution to the field as it incorporates both the mathematics and science teaching practices of the same PST from her teacher education experience into her career.

Analyzing Preservice Mathematics Teachers’ Professional Noticing

ABSTRACT Recent research in mathematics education has highlighted the importance of teachers’ abilities to professionally notice students’ thinking. This study examined what preservice teachers professionally notice during lesson study to further describe their attention to students’ mathematical thinking, their interpretations about students’ reasoning, and the resulting decisions they make. Findings indicate preservice teachers commonly provided evaluative comments but were able to engage in some instances of more advanced Noticing in which they detailed students’ strategies and analyzed evidence of student thinking to formulate interpretations about mathematical thinking. Analysis of these findings resulted in a framework for analyzing the content of focused and extended professional Noticing.

Bottle Caps as Prekindergarten Mathematical Tools.

Exploring structure through the use of a familiar object allows very young children to develop an understanding of several concepts at one time.