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Productive teacher noticing of critical events in an online video-based professional development course.

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Title: Productive teacher noticing of critical events in an online video-based professional development course.
Authors: Larison, Sarah1 (AUTHOR) slarison@purdue.edu, Sherin, Miriam Gamoran2 (AUTHOR) msherin@northwestern.edu, Richards, Jennifer2 (AUTHOR) jrichards@northwestern.edu
Source: Journal of Mathematics Teacher Education. Aug2025, Vol. 28 Issue 5, p1243-1266. 24p.
Subject Terms: *Observation (Educational method), *Inquiry method (Teaching), *Online education, *Critical thinking, *Professional education, *Classroom environment, Professional competence, Capabilities approach (Social sciences)
Abstract: The article focuses on the development of teachers' abilities to notice and interpret students' mathematical thinking through an online professional development (PD) course. It highlights the challenges teachers face in effectively noticing student thinking due to the complexity of classroom environments and the informal nature of students' ideas. The study found that teachers in the most recent cohort of the PD course demonstrated significant improvements in their noticing practices, particularly in terms of depth and inquiry stance, compared to earlier cohorts. The findings suggest that a strengths-based approach to noticing, which emphasizes recognizing students' capabilities alongside their errors, can enhance teachers' understanding and responsiveness to student thinking in mathematics. [Extracted from the article]
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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  Data: Productive teacher noticing of critical events in an online video-based professional development course.
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  Data: <searchLink fieldCode="JN" term="%22Journal+of+Mathematics+Teacher+Education%22">Journal of Mathematics Teacher Education</searchLink>. Aug2025, Vol. 28 Issue 5, p1243-1266. 24p.
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  Data: *<searchLink fieldCode="DE" term="%22Observation+%28Educational+method%29%22">Observation (Educational method)</searchLink><br />*<searchLink fieldCode="DE" term="%22Inquiry+method+%28Teaching%29%22">Inquiry method (Teaching)</searchLink><br />*<searchLink fieldCode="DE" term="%22Online+education%22">Online education</searchLink><br />*<searchLink fieldCode="DE" term="%22Critical+thinking%22">Critical thinking</searchLink><br />*<searchLink fieldCode="DE" term="%22Professional+education%22">Professional education</searchLink><br />*<searchLink fieldCode="DE" term="%22Classroom+environment%22">Classroom environment</searchLink><br /><searchLink fieldCode="DE" term="%22Professional+competence%22">Professional competence</searchLink><br /><searchLink fieldCode="DE" term="%22Capabilities+approach+%28Social+sciences%29%22">Capabilities approach (Social sciences)</searchLink>
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  Data: The article focuses on the development of teachers' abilities to notice and interpret students' mathematical thinking through an online professional development (PD) course. It highlights the challenges teachers face in effectively noticing student thinking due to the complexity of classroom environments and the informal nature of students' ideas. The study found that teachers in the most recent cohort of the PD course demonstrated significant improvements in their noticing practices, particularly in terms of depth and inquiry stance, compared to earlier cohorts. The findings suggest that a strengths-based approach to noticing, which emphasizes recognizing students' capabilities alongside their errors, can enhance teachers' understanding and responsiveness to student thinking in mathematics. [Extracted from the article]
– Name: AbstractSuppliedCopyright
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  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=188478760
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        Value: 10.1007/s10857-025-09712-3
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      – Code: eng
        Text: English
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        PageCount: 24
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        Type: general
      – SubjectFull: Inquiry method (Teaching)
        Type: general
      – SubjectFull: Online education
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      – SubjectFull: Critical thinking
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      – SubjectFull: Professional education
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      – SubjectFull: Classroom environment
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      – SubjectFull: Professional competence
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      – SubjectFull: Capabilities approach (Social sciences)
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      – TitleFull: Productive teacher noticing of critical events in an online video-based professional development course.
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            NameFull: Sherin, Miriam Gamoran
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            NameFull: Richards, Jennifer
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            – D: 01
              M: 08
              Text: Aug2025
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              Y: 2025
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