Professional Noticing: The Interrelated Skills of Attending to and Interpreting Student Mathematical Thinking
Abstract/Description:
We seek to extend the understanding and application of the interrelatedness of professional noticing (Jacobs et al., 2010) by identifying the student mathematical thinking to which (STs’) ability to attend to and interpret student mathematical thinking while student teaching and the ways they interpret the student mathematical thinking that was available to them. We report findings from STs’ individual professional noticing skills of attending to and interpreting students’ mathematical thinking. We then compare these findings to the combination of the two professional noticing skills (i.e. interrelated skills). In this poster, we answer the following research questions, How do STs’ individual skills of attending to and interpreting student mathematical thinking differ from their interrelated professional noticing?
Presenters:
J. Matt Switzer, Texas Christian University and Dawn Teuscher, Brigham Young University