Professional noticing coherence: exploring relationships between component processes

IF 2 4区 教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH
Jonathan Thomas, David M. Dueber, Molly H. Fisher, C. Jong, E. Schack
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引用次数: 4

Abstract

ABSTRACT Teacher noticing and related variants have ascended in prominence among the mathematics education research community. While the component processes of such noticing (e.g., attending, interpreting and deciding) have been cast as interrelated, capturing the relationships amongst the components has been more elusive. We focused on the component processes of teacher noticing with particular attention given to interrelatedness. Specifically, we were interested in how and the extent to which the component processes of professional noticing (attending, interpreting, deciding) are thematically connected when preservice elementary teachers are engaged in an assessment approximating professional noticing. We refer to this thematic linkage in this paper as coherence. Our findings suggest a complex interplay between the creation and continuation of themes when enacting professional noticing, and the quality of such noticing.
专业注意一致性:探索组件过程之间的关系
教师注意及其相关变体在数学教育研究界日益突出。虽然这种注意的组成过程(例如,参与、解释和决定)被认为是相互关联的,但捕捉组成部分之间的关系却更加难以捉摸。我们关注教师注意的组成过程,特别注意相互关系。具体而言,我们感兴趣的是,当职前小学教师进行近似专业注意的评估时,专业注意的组成过程(参与、解释、决定)在主题上的联系如何以及在多大程度上。我们在本文中将这种主题联系称为连贯性。我们的研究结果表明,在进行专业注意时,主题的创造和延续与这种注意的质量之间存在着复杂的相互作用。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
Mathematical Thinking and Learning
Mathematical Thinking and Learning EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
4.40
自引率
6.20%
发文量
18
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