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 of Pre-Service and In-Service Secondary Mathematics Teachers: Influences of Teaching Experience, Cognitive Demands, and Teaching Inte

Teacher Noticing of Pre-Service and In-Service Secondary Mathematics Teachers: Influences of Teaching Experience, Cognitive Demands, and Teaching Inte

Bastian, Anton

Paperback

Series: Perspektiven Der Mathematikdidaktik

General MathematicsTeaching Instruction

ISBN10: 3658456183
ISBN13: 9783658456184
Publisher: Springer Spektrum
Published: Aug 9 2024
Pages: 171
Weight: 0.58
Height: 0.45 Width: 5.83 Depth: 8.27
Language: English

In light of increasing demands on teachers and the need to develop teaching-related competences, this book examines the situation-specific skill of teacher noticing in pre-service and in-service secondary mathematics teachers. A video-based test instrument is used to measure teachers' noticing skills in perception, interpretation, and decision-making from both general and mathematics pedagogical perspectives. The aim is to understand the structure and characteristics of teacher noticing across different groups, as well as the influences of teaching experience and opportunities to learn. Three quantitative studies are conducted: two cross-sectional studies with 457 participants, including master's students, early career teachers, and experienced teachers, and one longitudinal study with 175 master's students. The results support the conceptualization of teacher noticing as comprising three facets. They also reveal positive influences of teaching experience on the development of teacher noticing, with in-service teachers outperforming master's students. However, experienced teachers perform similarly to early career teachers in general and worse in certain areas, suggesting saturation or forgetting effects. The longitudinal study finds that interpretation skills facilitate the development of perception and decision-making, emphasizing the knowledge-based nature of teacher noticing.

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