{"title":"An exploratory study of the relation between teachers’ implicit theories and teacher noticing","authors":"","doi":"10.1007/s10857-023-09617-z","DOIUrl":null,"url":null,"abstract":"<h3>Abstract</h3> <p>Despite interest in how students’ implicit theories—their growth and fixed mindsets about their own learning—affect students as learners, relatively little research on mindset has looked at <em>teachers</em> as learners. This study explores elementary teachers’ implicit theories about the malleability of mathematics intelligence and teaching ability. It also examines how implicit theories of learning relate to teacher noticing, a construct that has been linked to teachers’ classroom practice and their students’ learning outcomes. Findings from the present investigation indicate that teachers generally reported growth mindsets concerning mathematics intelligence and teaching ability. For both mathematics intelligence and teaching ability, teachers’ reporting of more growth—compared to more fixed—mindsets was associated with more expert noticing, as measured by comments they wrote about elementary mathematics video clips on the dimensions of mathematics and student thinking. These findings point to intriguing possibilities about whether fostering growth mindsets (of mathematics intelligence and of teaching ability) in professional development settings might be leveraged to promote expert teacher noticing.</p>","PeriodicalId":47442,"journal":{"name":"Journal of Mathematics Teacher Education","volume":"242 1","pages":""},"PeriodicalIF":2.1000,"publicationDate":"2024-02-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal of Mathematics Teacher Education","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.1007/s10857-023-09617-z","RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 0
Abstract
Despite interest in how students’ implicit theories—their growth and fixed mindsets about their own learning—affect students as learners, relatively little research on mindset has looked at teachers as learners. This study explores elementary teachers’ implicit theories about the malleability of mathematics intelligence and teaching ability. It also examines how implicit theories of learning relate to teacher noticing, a construct that has been linked to teachers’ classroom practice and their students’ learning outcomes. Findings from the present investigation indicate that teachers generally reported growth mindsets concerning mathematics intelligence and teaching ability. For both mathematics intelligence and teaching ability, teachers’ reporting of more growth—compared to more fixed—mindsets was associated with more expert noticing, as measured by comments they wrote about elementary mathematics video clips on the dimensions of mathematics and student thinking. These findings point to intriguing possibilities about whether fostering growth mindsets (of mathematics intelligence and of teaching ability) in professional development settings might be leveraged to promote expert teacher noticing.
期刊介绍：
The Journal of Mathematics Teacher Education (JMTE) is devoted to research into the education of mathematics teachers and development of teaching that promotes students'' successful learning of mathematics. JMTE focuses on all stages of professional development of mathematics teachers and teacher-educators and serves as a forum for considering institutional, societal and cultural influences that impact on teachers'' learning, and ultimately that of their students. Critical analyses of particular programmes, development initiatives, technology, assessment, teaching diverse populations and policy matters, as these topics relate to the main focuses of the journal, are welcome. All papers are rigorously refereed.
Papers may be submitted to one of three sections of JMTE as follows: Research papers: these papers should reflect the main focuses of the journal identified above and should be of more than local or national interest.
Mathematics Teacher Education Around the World: these papers focus on programmes and issues of national significance that could be of wider interest or influence.
Reader Commentary: these are short contributions; for example, offering a response to a paper published in JMTE or developing a theoretical idea. Authors should state clearly the section to which they are submitting a paper. As general guidance, papers should not normally exceed the following word lengths: (1) 10,000 words; (2) 5,000 words; (3) 3,000 words. Maximum word lengths exclude references, figures, appendices, etc.
Critiques of reports or books that relate to the main focuses of JMTE appear as appropriate.
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