Teaching Practice and Classroom Activity
In this exploratory study, we analyzed one mathematics teacher’s annotations of a transcript of their teaching. The teacher was prompted to annotate the transcript for actions that contributed to or hindered their enactment of a complex teaching practice. We analyzed these noticings to explore what we could learn about the teacher’s understanding of the practice, and then what these understandings revealed about our own conceptualization and communication of the practice. Our approach to analyzing teacher noticing illustrates how the study of noticing can contribute to advancing researchers’ understanding not just of teachers’ noticing but also of the phenomena they are noticing.
Presenters: Keith Leatham, Brigham Young University; Shari Stockero, Michigan Technological University; and Blake Peterson, Brigham Young University