Professional Noticing of Children's Mathematical Thinking

2010/03/01 by Victoria R. Jacobs, Lisa L. C. Lamb, Lisa Lamb +1 · 18 citations
Mathematics · Social Sciences · #Cognitive and developmental aspects of mathematical skills #Education and Technology Integration #Mathematics Education and Teaching Techniques

paper · doi:10.5951/jresematheduc.41.2.0169

crossref issued 2010/03/01 · crossref published 2010/03/01 · crossref published-print 2010/03/01 · openalex publication_date 2010/03/01 · crossref created 2020/08/19 · crossref deposited 2021/03/17 · openalex created_date 2025/10/10 · crossref indexed 2026/07/29 · openalex updated_date 2026/08/01

Abstract

The construct professional noticing of children's mathematical thinking is introduced as a way to begin to unpack the in-the-moment decision making that is foundational to the complex view of teaching endorsed in national reform documents. We define this expertise as a set of interrelated skills including (a) attending to children's strategies, (b) interpreting children's understandings, and (c) deciding how to respond on the basis of children's understandings. This construct was assessed in a cross-sectional study of 131 prospective and practicing teachers, differing in the amount of experience they had with children's mathematical thinking. The findings help to characterize what this expertise entails; provide snapshots of those with varied levels of expertise; and document that, given time, this expertise can be learned.

Citations

• Gorillas in Our Midst: Sustained Inattentional Blindness for Dynamic Events

Cited by

• Adaptive Teacher Professional Development: Crafting Coherence by Surfacing Tensions Through Co-Design With Teachers
• Prospective teachers’ noticing: A literature review of methodological approaches to support and analyze noticing
• Novice and expert teachers’ situation-specific skills regarding classroom management: What do they perceive, interpret and suggest?
• Measuring teacher noticing: A scoping review of standardized instruments
• Noticing and weighing alternatives in the reflection of regular classroom teaching: Evidence of expertise using mobile eye-tracking
• An Exploratory Study of the Influence That Analyzing Teaching Has on Preservice Teachers’ Classroom Practice
• An Exploration of Professional Knowledge Needed for Reading and Responding to Student Writing
• Preservice Teachers’ Professional Noticing When Viewing Standard and 360 Video
• Preparing Teachers to Notice Race in Classrooms: Contextualizing the Competencies of Preservice Teachers With Antiracist Inclinations
• Examining the Responding Component of Teacher Noticing: A Case of One Teacher’s Pedagogical Responses to Students’ Thinking in Classroom Artifacts
• Does Teacher Noticing Matter for Students’ Science Content Learning Outcomes? Evidence From a Large-Scale Empirical Study
• Culture and ideology in mathematics teacher noticing
• Seeing culture and power in mathematical learning: toward a model of equitable instruction
• Teacher noticing and its growth toward expertise: an expert–novice comparison with pre-service and in-service secondary mathematics teachers
• Shifting the ways prospective teachers frame and notice student mathematical thinking: from deficits to strengths
• Theorizing reciprocal noticing with non-dominant students in mathematics
• Using critical incidents as a tool for promoting prospective teachers’ noticing during reflective discussions in a fieldwork-based university course
• Relationship of Teacher Characteristics on Students’ Mathematics Performance

Related

• A Longitudinal Study of Learning to Use Children's Thinking in Mathematics Instruction
• Professional noticing of coordinated mathematical thinking
• Implementing the Professional Standards for Teaching Mathematics: Analyzing Teaching and Learning: The Art of Listening
• Mathematical Tasks and Student Cognition: Classroom-Based Factors That Support and Inhibit High-Level Mathematical Thinking and Reasoning
• Teachers' Pedagogical Content Knowledge of Students' Problem Solving in Elementary Arithmetic