Content-specific noticing: A large-scale survey of mathematics teachers' noticing. (May 2021)

• Record Type: Journal Article
• Authors: Copur-Gencturk, Yasemin; Rodrigues, Jessica
• Is Part Of: Teaching and teacher education. Volume 101(2021)
• Publication Date: 2021-05
• Subjects: Teacher noticing -- Mathematics education -- Teacher learning; Teaching -- Periodicals; Teachers -- Training of -- Periodicals; Enseignement -- Périodiques; Enseignants -- Formation -- Périodiques; Electronic journals; 371.10205
• DOI: 10.1016/j.tate.2021.103320
• Languages: English
• ISSNs: 0742-051X

Abstract

Abstract: Teachers' noticing is an important skill for learning from and improving their teaching. We investigated what teachers noticed in short video clips of a real classroom teacher's interaction with students around a mathematics problem by collecting data from 496 U.S. fourth- and fifth-grade teachers from 48 states. Our analyses indicated that 67.5% of teachers' responses focused on content-specific teaching and learning events, whereas 14% of them attended to the content-specific issues at the heart of students' confusion. In-depth analyses of 5300 teachers' responses showed that the teachers noticed and analyzed teaching-related issues from a wide range of angles. Highlights: The majority of teachers noticed and analyzed content-specific teaching and learning issues. Few teachers noticed the key teaching and learning issues that led to students' confusion. Teachers noticed teaching-related issues in a wide range of areas such as use of probing questions. Teachers noticed student-related issues in three areas: engagement, ability, and understanding.