Open Daily: 10am - 10pm | Alley door pickup 10am - 7pm 3038 Hennepin Ave Minneapolis, MN
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  • Open Daily: 10am - 10pm
    Alley-side Pickup: 10am - 7pm

    3038 Hennepin Ave Minneapolis, MN
    612-822-4611

Open Daily: 10am - 10pm | Alley-side Pickup: 10am - 7pm
3038 Hennepin Ave Minneapolis, MN
612-822-4611
Teacher Noticing: Bridging and Broadening Perspectives, Contexts, and Frameworks

Teacher Noticing: Bridging and Broadening Perspectives, Contexts, and Frameworks

Schack, Edna O.
Fisher, Molly H.
Wilhelm, Jennifer A.

Hardcover

Series: Research in Mathematics Education

General EducationTeaching Instruction

ISBN10: 3319467522
ISBN13: 9783319467528
Publisher: Springer Nature
Published: May 24 2017
Pages: 536
Weight: 2.10
Height: 1.19 Width: 6.14 Depth: 9.21
Language: English
Introduction: Probing Beneath the Surface of Experience.- Teacher Noticing in Various Grade Bands and Contexts: Commentary.- From a Framework to a Lens: Learning to Notice Student Mathematical Thinking.- Investigating Secondary Preservice Teacher Noticing of Students' Mathematical Thinking.- A Case Study of Middle School Teachers' Noticing during Modeling with Mathematics Tasks.- Using Video of Peer Teaching to Examine Grades 6-12 Preservice Teachers' Noticing.- Examining Student Thinking through Teacher Noticing: Commentary.- Mathematical Teacher Noticing: The Key to Learning from Lesson Study.- Learning to Notice Student Thinking about the Equal Sign: K-8 Pre-service Teachers' Experiences in a Teacher Preparation Program.- Following a Teacher's Mathematical and Scientific Noticing across Career Progression from Field Experiences to Classroom Teaching.- Noticing Students' Conversations and Gestures during Group Problem-Solving in Mathematics.- Extending Equitable Practices in Teacher Noticing: Commentary.- Everything Matters Mexican-American Prospective Elementary Teachers Noticing Issues of Status and Participation While Learning to Teach Mathematics.- Maybe It's a Status Problem. Development of Mathematics Teacher Noticing for Equity.- Making Visible the Relationship between Teachers' Noticing for Equity and Equitable Teaching Practice.- Complexities in Measuring Teacher Noticing: Commentary.- Measuring Noticing Within Complex Mathematics Classroom Interactions.- Using Mathematical Learning Goals To Analyze Teacher Noticing.- Measuring Elementary Mathematics Teachers' Noticing: Using Child Study as a Vehicle.- Investigating the Relationship Between Professional Noticing and Specialized Content Knowledge.- A Standardized Approach for Measuring Teachers' Professional Vision: The Observer Research Tool.- Challenges in Measuring Secondary Mathematics Teachers' Professional Noticing of Students' Mathematical Thinking.- Exploring the Boundaries of Teacher Noticing: Commentary.- Shifting Perspectives on Preservice Teachers' Noticing of Children's Mathematical Thinking.- Curricular Noticing: Theory on and Practice of Teachers' Curricular Use.- The FOCUS Framework: Characterising Productive Noticing during Lesson Planning, Delivery, and Review.- Noticing Distinctions Among and Within Instances of Student Mathematical Thinking.- Teachers' Professional Noticing from a Perspective of Key Elements of Intensive, One-to-one Intervention.- The Ascendance of Noticing: Connections, Challenges, and Questions


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