Professional Noticing into Practice: An Examination of Inservice Teachers’ Conceptions and Enactment

References

• Amador, J. M., Males, L. M., Earnest, D., & Dietiker, L. (2017). Curricular noticing: Theory on and practice of teachers’ curricular use. In E. O. Schack, M. H. Fisher, & J. Wilhelm, (Eds.), Teacher Noticing: Bridging and Broadening Perspectives, Contexts, and Frameworks (pp. 427–444). New York, NY: Springer.
   Google Scholar
• Arbaugh, F., Herbel-Eisenmann, B., Ramirez, N., Knuth, E., Kranendonk, H., & Quander, J. R. (2008). Linking research and practice: The NCTM research agenda conference report. Reston, VA: NCTM.
   Google Scholar
• Barbour, R. (2008). Doing focus groups. New York, NY: Sage.
   Google Scholar
• Brown, G. T. L., & Lingbiao, G. (2015). Chinese teachers’ conceptions of assessment for and of learning: Six competing and complimentary processes. Cogent Education, 2, 1–19. doi:10.1080/2331186X.2014.993836
   Web of Science ®Google Scholar
• Burkhardt, H., & Schoenfeld, A. H. (2003). Improving educational research: Toward a more useful, more influential, and better-funded enterprise. Educational Researcher, 32, 3–14. doi:10.3102/0013189X032009003
   Google Scholar
• Choy, B. H. (2015). The FOCUS framework: Snapshots of mathematics teacher noticing (Unpublished doctoral dissertation), University of Auckland, Aukland, New Zealand.
   Google Scholar
• Common Core State Standards Initiative (CCSSI). (2010). Common core state standards for mathematics. Retrieved from http://www.corestandards.org/Math/
   Google Scholar
• Confrey, J., Nguyen, K. H., & Maloney, A. P. (2011). Hexagon map of learning trajectories for the K-8 common core mathematics standards. Retrieved from http://www.turnonccmath.net/
   Google Scholar
• Corbin, J. M., & Strauss, J. M. (2007). Basics of qualitative research: Techniques and procedures for developing grounded theory (3rd ed.). Thousand Oaks, CA: Sage.
   Google Scholar
• Creswell, J. W. (2014). Research design: Qualitative, quantitative, and mixed methods approaches (4th ed.). Thousand Oaks, CA: Sage.
   Google Scholar
• Dyer, E. B., & Sherin, M. G. (2016). Instructional reasoning about interpretations of student thinking that supports responsive teaching in secondary mathematics. ZDM, 48, 69–82. doi:10.1007/s11858-015-0740-1
   Google Scholar
• Erickson, F. (2011). On noticing teacher noticing. In M. G. Sherin, V. R. Jacobs, & R. A. Philipp (Eds.), Mathematics teacher noticing: Seeing through teachers’ eyes (pp. 17–34). New York, NY: Routledge.
   Google Scholar
• Goodwin, C. (1994). Professional vision. American Anthropologist, 96(3), 606–633. doi:10.1525/aa.1994.96.issue-3
   Web of Science ®Google Scholar
• Grossman, P., Compton, C., Igra, D., Ronfeldt, M., Shahan, E., & Williamson, P. W. (2009). Teaching practice: A cross-professional perspective. Teachers College Record, 111, 2055–2100.
   Web of Science ®Google Scholar
• Hand, V. (2012). Seeing culture and power in mathematical learning: Toward a model of equitable instruction. Educational Studies in Mathematics, 80, 233–247. doi:10.1007/s10649-012-9387-9
   Web of Science ®Google Scholar
• Heid, K. M., Larson, M., Fey, J. T., Strutchens, M. E., Middleton, J. A., Gutstein, E., … Tunis, H. (2006). The challenge of linking research and practice. Journal for Research in Mathematics Education, 37, 76–86.
   Web of Science ®Google Scholar
• Hill, H. C., Blunk, M., Charalambous, C., Lewis, J., Phelps, G. C., Sleep, L., & Ball, D. L. (2008). Mathematical knowledge for teaching and the mathematical quality of instruction: An exploratory study. Cognition and Instruction, 26, 430–511. doi:10.1080/07370000802177235
   Web of Science ®Google Scholar
• Jacobs, V. R., Lamb, L. L., & Philipp, R. A. (2010). Professional noticing of children’s mathematical thinking. Journal for Research in Mathematics Education, 41, 169–202.
   Web of Science ®Google Scholar
• Kalinec-Craig, C. (2017). “Everything matters”: Mexican-American prospective elementary teachers noticing issues of status and participation while learning to teach mathematics. In E. O. Schack, M. H. Fisher, & J. Wilhelm (Eds.), Teacher Noticing: Bridging and Broadening Perspectives, Contexts, and Frameworks (pp. 215–230). New York, NY: Springer.
   Google Scholar
• Kentucky Center for Mathematics (KCM). (2015). KCM Annual report. Retrieved from https://www.kentuckymathematics.org/docs/AnnualReportKCM2015.pdf
   Google Scholar
• Mason, J. (2002). Researching your own practice: The discipline of noticing. New York, NY: Routledge.
   Google Scholar
• Saldaña, J. (2015). The coding manual for qualitative researchers. Los Angeles, CA: Sage.
   Google Scholar
• Santagata, R. (2011). From teacher noticing to a framework for analyzing and improving classroom lessons. In M. G. Sherin, V. R. Jacobs, & R. A. Philipp (Eds.), Mathematics teacher noticing: Seeing through teachers’ eyes (pp. 152–168). New York, NY: Routledge.
   Google Scholar
• Schack, E. O., Fisher, M. H., Thomas, J. N., Eisenhardt, S., Tassell, J., & Yoder, M. (2013). Preservice teachers professional noticing of children’s early numeracy. Journal of Mathematics Teacher Education, 16, 379–397.
   Google Scholar
• Schifter, D. (2011). Examining the behavior of operations: Noticing early algebraic ideas. In M. G. Sherin, V. R. Jacobs, & R. A. Philipp (Eds.), Mathematics teacher noticing: Seeing through teachers’ eyes (pp. 204–220). New York, NY: Routledge.
   Google Scholar
• Schoenfeld, A. H. (2011). Noticing matters. A lot. Now what. In M. G. Sherin, V. R. Jacobs, & R. A. Philipp (Eds.), Mathematics teacher noticing: Seeing through teachers’ eyes (pp. 223–238). New York, NY: Routledge.
   Google Scholar
• Sherin, M. G., Russ, R. S., & Colestock, A. A. (2011). Accessing mathematics teachers’ in-the-moment noticing. In M. G. Sherin, V. R. Jacobs, & R. A. Philipp (Eds.), Mathematics teacher noticing: Seeing through teachers’ eyes (pp. 79–94). New York, NY: Routledge.
   Google Scholar
• Sherin, M. G., Jacobs, V. R., & Philipp, R. A. (2011). Situating the study of teacher noticing. In M. G. Sherin, V. R. Jacobs, & R. A. Philipp (Eds.), Mathematics teacher noticing: Seeing through teachers’ eyes (pp. 3–14). New York, NY: Routledge.
   Google Scholar
• Sherin, M. G. (2017). Exploring the boundaries of teacher noticing: Commentary. In E. O. Schack, M. H. Fisher, & J. Wilhelm. (Eds.), Teacher Noticing: Bridging and Broadening Perspectives, Contexts, and Frameworks (pp. 401–408). New York, NY: Springer.
   Google Scholar
• Sherin, M. G., & van Es, E. A. (2009). Effects of video club participation on teachers’ professional vision. Journal of Teacher Education, 60, 20–37. doi:10.1177/0022487108328155
   Web of Science ®Google Scholar
• Silver, E. A. (2003). Border crossing: Relating research and practice in mathematics education. Journal for Research in Mathematics Education, 34, 182−184.
   Web of Science ®Google Scholar
• Sowder, J. T. (2000, April). Applications of research to classroom practice. Opening Session, National Council of Teachers of Mathematics Research Pre-session, Chicago, IL.
   Google Scholar
• Thompson, A. G. (1992). Teachers’ beliefs and conceptions: A synthesis of the research. In D. A. Grouws (Ed.), Handbook of research on mathematics teaching and learning (pp. 127–146). New York, NY: MacMillan.
   Google Scholar
• Thomas, J. N., Fisher, M. H., Eisenhardt, S., Schack, E. O., Tassell, J., & Yoder, M. (2015a). Professional Noticing: A framework for responsive mathematics teaching. Teaching Children Mathematics, 21, 295–303.
   Google Scholar
• Thomas, J. N., Fisher, M. H., Jong, C., Schack, E. O., Krause, L., Kasten, S. (2015b). Professional Noticing: Learning to teach responsively. Mathematics Teaching in the Middle School, 21, 238–243.
   Google Scholar