Noticing in the midst of building on a critical event.
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| Title: | Noticing in the midst of building on a critical event. |
|---|---|
| Authors: | Stockero, Shari L.1 (AUTHOR) stockero@mtu.edu, Van Zoest, Laura R.2 (AUTHOR), Leatham, Keith R.3 (AUTHOR), Peterson, Blake E.3 (AUTHOR) |
| Source: | Journal of Mathematics Teacher Education. Aug2025, Vol. 28 Issue 5, p1017-1032. 16p. |
| Subject Terms: | *Student-centered learning, *Discourse, *Students, *Classroom environment, *Problem solving |
| Abstract: | Research on teachers' noticing of student mathematical thinking has typically focused on how a teacher attends to, interprets, and determines a response to an individual student contribution in isolation from the broader mathematical classroom context. This research focus is not nuanced enough, however, to fully account for the complex noticing required of a teacher engaged in responsive teaching. To support teachers in enacting responsive teaching, it is important to have a way to distinguish high-leverage student contributions from among the many contributions available to a teacher. We draw on a previously developed framework to help teachers identify such contributions, those referred to as a mathematically significant pedagogical opportunity to build on student thinking (MOST) (Leatham in Journal for Research in Mathematics Education 46:88–124, 2015). We conceptualized a productive response to a MOST—what we call building on a MOST—that involves the teacher using a coordinated combination of moves to engage the class in collaboratively developing a sense-making argument about the significant mathematics inherent in the MOST. Rather than a single act of noticing, building requires the teacher to engage in an iterative, dynamic, and relational noticing process as students contribute their ideas to the sense-making discussion. It is this ongoing noticing that allows the teacher to keep the discussion focused on making sense of the MOST. In this article, we use this responsive teaching practice and the iterative noticing it entails to unpack a nuance of teacher noticing—what we call noticing with respect to. [ABSTRACT FROM AUTHOR] |
| Copyright of Journal of Mathematics Teacher Education is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 188478749 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Noticing in the midst of building on a critical event. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Stockero%2C+Shari+L%2E%22">Stockero, Shari L.</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> stockero@mtu.edu</i><br /><searchLink fieldCode="AR" term="%22Van+Zoest%2C+Laura+R%2E%22">Van Zoest, Laura R.</searchLink><relatesTo>2</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Leatham%2C+Keith+R%2E%22">Leatham, Keith R.</searchLink><relatesTo>3</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Peterson%2C+Blake+E%2E%22">Peterson, Blake E.</searchLink><relatesTo>3</relatesTo> (AUTHOR) – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Journal+of+Mathematics+Teacher+Education%22">Journal of Mathematics Teacher Education</searchLink>. Aug2025, Vol. 28 Issue 5, p1017-1032. 16p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Student-centered+learning%22">Student-centered learning</searchLink><br />*<searchLink fieldCode="DE" term="%22Discourse%22">Discourse</searchLink><br />*<searchLink fieldCode="DE" term="%22Students%22">Students</searchLink><br />*<searchLink fieldCode="DE" term="%22Classroom+environment%22">Classroom environment</searchLink><br />*<searchLink fieldCode="DE" term="%22Problem+solving%22">Problem solving</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: Research on teachers' noticing of student mathematical thinking has typically focused on how a teacher attends to, interprets, and determines a response to an individual student contribution in isolation from the broader mathematical classroom context. This research focus is not nuanced enough, however, to fully account for the complex noticing required of a teacher engaged in responsive teaching. To support teachers in enacting responsive teaching, it is important to have a way to distinguish high-leverage student contributions from among the many contributions available to a teacher. We draw on a previously developed framework to help teachers identify such contributions, those referred to as a mathematically significant pedagogical opportunity to build on student thinking (MOST) (Leatham in Journal for Research in Mathematics Education 46:88–124, 2015). We conceptualized a productive response to a MOST—what we call building on a MOST—that involves the teacher using a coordinated combination of moves to engage the class in collaboratively developing a sense-making argument about the significant mathematics inherent in the MOST. Rather than a single act of noticing, building requires the teacher to engage in an iterative, dynamic, and relational noticing process as students contribute their ideas to the sense-making discussion. It is this ongoing noticing that allows the teacher to keep the discussion focused on making sense of the MOST. In this article, we use this responsive teaching practice and the iterative noticing it entails to unpack a nuance of teacher noticing—what we call noticing with respect to. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Journal of Mathematics Teacher Education is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=188478749 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1007/s10857-024-09675-x Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 16 StartPage: 1017 Subjects: – SubjectFull: Student-centered learning Type: general – SubjectFull: Discourse Type: general – SubjectFull: Students Type: general – SubjectFull: Classroom environment Type: general – SubjectFull: Problem solving Type: general Titles: – TitleFull: Noticing in the midst of building on a critical event. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Stockero, Shari L. – PersonEntity: Name: NameFull: Van Zoest, Laura R. – PersonEntity: Name: NameFull: Leatham, Keith R. – PersonEntity: Name: NameFull: Peterson, Blake E. IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 08 Text: Aug2025 Type: published Y: 2025 Identifiers: – Type: issn-print Value: 13864416 Numbering: – Type: volume Value: 28 – Type: issue Value: 5 Titles: – TitleFull: Journal of Mathematics Teacher Education Type: main |
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