Presenters: Dawn Teuscher, Brigham Young University and J. Matt Switzer, Texas Christian University Location: AMTE in Orlando, Florida Abstract/Description: Noticing activities are abundant in teacher education. We will discuss an implicit methodology used by many that may mask key details about teachers' professional noticing skills. We will engage in two activities to demonstrate the importance of interrelating noticing skills.
Presenters: J. Matt Switzer, Texas Christian University and Dawn Teuscher, Brigham Young University Location: AMTE in Orlando, Florida Abstract/Description: We will discuss findings from employing a methodology to study student teachers interrelated professional noticing skills, differences in findings when studying professional noticing as individual skills, and share implications for developing preservice mathematics teacher educators professional noticing.
Presenters: Shannon Dingman, University of Arkansas; Dawn Teuscher, Brigham Young University; and Travis Olson, University of Nevada, Las Vegas Location: AMTE in Orlando, Florida Abstract/Description: Mathematics teachers rely heavily on their curricular reasoning (CR) when making decisions regarding curriculum. In this session, we highlight the Instructional Pyramid model for CR and discuss approaches teacher educators can use to enhance teachers' CR.
Presenters: Kate Webster and Dawn Teuscher, Brigham Young University Location: AMTE in Orlando, Florida Abstract/Description: We report on how teachers use the CCSSM to make decisions about what they teach or do not teach. This has implications for mathematics teacher educators as we help preservice teachers learn to use policy documents to improve student learning.
Presenters: Shari L. Stockero, Michigan Technological University; Laura R. Van Zoest, Western Michigan University; Keith R. Leatham, Brigham Young University and Blake E. Peterson, Brigham Young University Location: AMTE in Orlando, Florida Abstract/Description: The common practice of focusing on noticing a singular event is too simplified to account for teachers’ noticing during responsive teaching. We unpack the complexity of noticing WRT (with respect to) during responsive teaching and the iterative noticing it entails.