東華大學圖書館 |

Language: English

Help

回圖書館首頁

手機版館藏查詢

Back

Switch To: Labeled | MARC Mode | ISBD

Secondary Teachers' Professional Not...

LaRochelle, Raymond M.

Linked to FindBook

Google Book

Amazon

博客來

Secondary Teachers' Professional Noticing of Students' Mathematical Thinking.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Secondary Teachers' Professional Noticing of Students' Mathematical Thinking./
Author:	LaRochelle, Raymond M.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2018,
Description:	206 p.
Notes:	Source: Dissertations Abstracts International, Volume: 80-02, Section: A.
Contained By:	Dissertations Abstracts International80-02A.
Subject:	Mathematics education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10930259
ISBN:	9780438286917

Secondary Teachers' Professional Noticing of Students' Mathematical Thinking.
LaRochelle, Raymond M.

Secondary Teachers' Professional Noticing of Students' Mathematical Thinking. - Ann Arbor : ProQuest Dissertations & Theses, 2018 - 206 p.

Source: Dissertations Abstracts International, Volume: 80-02, Section: A.

Thesis (Ph.D.)--San Diego State University, 2018.

This item must not be sold to any third party vendors.

Researchers have ample evidence of many positive benefits for students and teachers when teachers regularly elicit and use students' ideas during instruction. However, there are many challenges associated with this style of instruction. In particular, an increase in student participation means teachers must be ready to quickly attend to important details of a student's strategy, interpret the student's mathematical understandings, and decide how to respond to the student in a way that respects and extends the student's understandings, all in a moment's notice. This in-the-moment attention, interpretation, and decision-making is called professional noticing of students' mathematical thinking (Jacobs, Lamb, & Philipp, 2010). In this dissertation I share two sets of findings. First, I share findings related to the development of this important expertise. In a cross-sectional analysis I compare and contrast the professional noticing expertise of three groups of secondary teachers (N = 72): prospective teachers, experienced teachers, and emerging teacher leaders. Results indicated that experienced secondary teachers were fairly similar to prospective secondary teachers in the attending and interpreting component-skills, and were only marginally better than prospective secondary teachers in deciding how to respond. In contrast, secondary emerging teacher leaders provided much more evidence of attending to the students' strategies, interpreting the students' understandings, and deciding how to respond based on the students' understandings. This implies a need for sustained professional development, as teaching experience alone does not appear to provide sufficient support for teachers to develop this important teaching practice. Second, I share findings related to selection of artifacts of student thinking for teacher learning. By comparing teachers' responses to 6 different artifacts of student thinking, I identify features of artifacts that increase the level of challenge associated with the artifact, and the amount of curiosity or excitement that an artifact can elicit. In particular, scalar strategies and strategies with non-integer ratios were more interesting than the alternatives, perhaps due to teachers' unfamiliarity with scalar strategies and the added complexities afforded by non-integer ratios. In addition, scalar strategies were more challenging for teachers to comprehend than unit-rate strategies.

ISBN: 9780438286917Subjects--Topical Terms:

641129
Mathematics education.
Subjects--Index Terms:

In-the-moment attention

Secondary Teachers' Professional Noticing of Students' Mathematical Thinking.
LDR:03634nmm a2200349 4500 001 2267584
005 20200724103005.5
008 220629s2018 ||||||||||||||||| ||eng d
020 $a 9780438286917
035 $a (MiAaPQ)AAI10930259
035 $a (MiAaPQ)sdsu:12387
035 $a AAI10930259
040 $a MiAaPQ $c MiAaPQ
100 1 $a LaRochelle, Raymond M. $3 3544841
245 1 0 $a Secondary Teachers' Professional Noticing of Students' Mathematical Thinking.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2018
300 $a 206 p.
500 $a Source: Dissertations Abstracts International, Volume: 80-02, Section: A.
500 $a Publisher info.: Dissertation/Thesis.
500 $a Advisor: Lamb, Lisa C.;Philipp, Randolph A.
502 $a Thesis (Ph.D.)--San Diego State University, 2018.
506 $a This item must not be sold to any third party vendors.
520 $a Researchers have ample evidence of many positive benefits for students and teachers when teachers regularly elicit and use students' ideas during instruction. However, there are many challenges associated with this style of instruction. In particular, an increase in student participation means teachers must be ready to quickly attend to important details of a student's strategy, interpret the student's mathematical understandings, and decide how to respond to the student in a way that respects and extends the student's understandings, all in a moment's notice. This in-the-moment attention, interpretation, and decision-making is called professional noticing of students' mathematical thinking (Jacobs, Lamb, & Philipp, 2010). In this dissertation I share two sets of findings. First, I share findings related to the development of this important expertise. In a cross-sectional analysis I compare and contrast the professional noticing expertise of three groups of secondary teachers (N = 72): prospective teachers, experienced teachers, and emerging teacher leaders. Results indicated that experienced secondary teachers were fairly similar to prospective secondary teachers in the attending and interpreting component-skills, and were only marginally better than prospective secondary teachers in deciding how to respond. In contrast, secondary emerging teacher leaders provided much more evidence of attending to the students' strategies, interpreting the students' understandings, and deciding how to respond based on the students' understandings. This implies a need for sustained professional development, as teaching experience alone does not appear to provide sufficient support for teachers to develop this important teaching practice. Second, I share findings related to selection of artifacts of student thinking for teacher learning. By comparing teachers' responses to 6 different artifacts of student thinking, I identify features of artifacts that increase the level of challenge associated with the artifact, and the amount of curiosity or excitement that an artifact can elicit. In particular, scalar strategies and strategies with non-integer ratios were more interesting than the alternatives, perhaps due to teachers' unfamiliarity with scalar strategies and the added complexities afforded by non-integer ratios. In addition, scalar strategies were more challenging for teachers to comprehend than unit-rate strategies.
590 $a School code: 0220.
650 4 $a Mathematics education. $3 641129
653 $a In-the-moment attention
653 $a Mathematical understandings
653 $a Secondary teachers
690 $a 0280
710 2 $a San Diego State University. $b Math Education. $3 3352114
773 0 $t Dissertations Abstracts International $g 80-02A.
790 $a 0220
791 $a Ph.D.
792 $a 2018
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10930259