Mathematics Teacher Noticing: Seeing Through Teachers' Eyes

Mathematics Teacher Noticing is the first book to examine research on the particular type of noticing done by teachers---how teachers pay attention to and make sense of what happens in the complexity of instructional situations. In the midst of all that is happening in a classroom, where do mathematics teachers look, what do they see, and what sense do they make of it? This groundbreaking collection begins with an overview of the construct of noticing and the various historical, theoretical, and methodological perspectives on teacher noticing. It then focuses on studies of mathematics teacher noticing in the context of teaching and learning and concludes by suggesting links to other constructs integral to teaching. By collecting the work of leaders in the field in one volume, the editors present the current state of research and provide ideas for how future work could further the field.

Miriam Gamoran Sherin is an Associate Professor of Learning Sciences in the School of Education and Social Policy at Northwestern University.

Victoria R. Jacobs is an Associate Professor of Mathematics Education in the School of Teacher Education and a member of the Center for Research in Mathematics and Science Education at San Diego State University.

Randolph A. Philipp is a Professor of Mathematics Education in the School of Teacher Education and a member of the Center for Research in Mathematics and Science Education at San Diego State University.

Section I: Introduction

1. Situating the Study of Teacher Noticing, Miriam Gamoran Sherin, Victoria R. Jacobs, Randolph A. Philipp

Section II: Foundations of Teacher Noticing

2. On Noticing Teacher Noticing, Frederick Erickson

3. Noticing: Roots and Branches, John Mason

4. Situation Awareness in Teaching: What Educators Can Learn From Video-Based Research in Other Fields, Kevin F. Miller

5. Reflections on the Study of Teacher Noticing, Bruce Sherin and Jon Star

6. Accessing Mathematics Teachers’ In-the-Moment Noticing, Miriam Gamoran Sherin, Rosemary S. Russ, and Adam A. Colestock

Section III: Studies of Mathematics Teacher Noticing

7. Deciding How to Respond on the Basis of Children's Understandings, Victoria R. Jacobs, Lisa L. C. Lamb, Randolph A. Philipp, and Bonnie P. Schappelle

8. Using Video to Improve Preservice Mathematics Teachers' Abilities to Attend to Classroom Features: A Replication Study, Jon R. Star, Kathleeen Lynch and, Natasha Perova

9. A Framework for Learning to Notice Student Thinking, Elizabeth A. van Es

10. From Teacher Noticing to a Framework for Analyzing and Improving Classroom Lessons, Rossella Santagata

11. Using Classroom Artifacts to Focus Teachers' Noticing: Affordances and Opportunities, Lynn T. Goldsmith and Nanette Seago

12. Noticing Leaders’ Thinking About Videocases of Teachers Engaged in Mathematics Tasks in Professional Development, Elham Kazemi, Rebekah Elliott, Judith Mumme, Cathy Carroll, Kristin Lesseig, and Megan Kelley-Peterson

13. Examining the Behavior of Operations: Noticing Early Algebraic Ideas, Deborah Schifter

Section IV: Conclusion

14. Noticing Matters. A Lot. Now What? Alan H. Schoenfeld