Profiles of teachers’ expertise in professional noticing of children’s mathematical thinking
Author:
Funder
National Science Foundation
Publisher
Springer Science and Business Media LLC
Subject
General Mathematics,Education
Link
https://link.springer.com/content/pdf/10.1007/s10857-022-09558-z.pdf
Reference87 articles.
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2. Amador, J. M., Males, L. M., Earnest, D., & Dietiker, L. (2017). Curricular noticing: Theory on and practice of teachers’ curricular use. In E. O. Schack, M. H. Fisher, & J. A. Wilhelm (Eds.), Teacher noticing: Bridging and broadening perspectives, contexts, and frameworks (pp. 427–443). Springer International.
3. Baldinger, E. M. (2017). “Maybe it’s a status problem.” Development of mathematics teacher noticing for equity. In E. O. Schack, M. H. Fisher, & J. A. Wilhelm (Eds.), Teacher noticing: Bridging and broadening perspectives, contexts, and frameworks (pp. 231–249). Springer International.
4. Beattie, H. L., Ren, L., Smith, W. M., & Heaton, R. M. (2017). Measuring elementary mathematics teachers’ noticing: Using child study as a vehicle. In E. O. Schack, M. H. Fisher, & J. A. Wilhelm (Eds.), Teacher noticing: Bridging and broadening perspectives, contexts, and frameworks (pp. 321–338). Springer International.
5. Bishop, J. P. (2021). Responsiveness and intellectual work: Features of mathematics classroom discourse related to student achievement. Journal of the Learning Sciences, 30(3), 466–508.
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