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. |
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| 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] |
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| Database: | Education Research Complete |
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| 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] |
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| ISSN: | 13864416 |
| DOI: | 10.1007/s10857-025-09712-3 |
