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Teacher Noticing: Bridging and Broadening Perspectives, Contexts, and Frameworks

Overview of attention for book
Cover of 'Teacher Noticing: Bridging and Broadening Perspectives, Contexts, and Frameworks'

Table of Contents

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    Book Overview
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    Chapter 1 Probing Beneath the Surface of Experience
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    Chapter 2 Teacher Noticing in Various Grade Bands and Contexts: Commentary
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    Chapter 3 From a Framework to a Lens: Learning to Notice Student Mathematical Thinking
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    Chapter 4 Investigating Secondary Preservice Teacher Noticing of Students’ Mathematical Thinking
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    Chapter 5 A Case Study of Middle School Teachers’ Noticing During Modeling with Mathematics Tasks
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    Chapter 6 Using Video of Peer Teaching to Examine Grades 6–12 Preservice Teachers’ Noticing
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    Chapter 7 Examining Student Thinking Through Teacher Noticing: Commentary
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    Chapter 8 Mathematical Teacher Noticing: The Key to Learning from Lesson Study
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    Chapter 9 Learning to Notice Student Thinking About the Equal Sign: K-8 Preservice Teachers’ Experiences in a Teacher Preparation Program
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    Chapter 10 Following a Teacher’s Mathematical and Scientific Noticing Across Career Progression from Field Experiences to Classroom Teaching
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    Chapter 11 Noticing Students’ Conversations and Gestures During Group Problem-Solving in Mathematics
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    Chapter 12 Extending Equitable Practices in Teacher Noticing: Commentary
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    Chapter 13 “Everything Matters”: Mexican-American Prospective Elementary Teachers Noticing Issues of Status and Participation While Learning to Teach Mathematics
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    Chapter 14 “Maybe It’s a Status Problem.” Development of Mathematics Teacher Noticing for Equity
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    Chapter 15 Making Visible the Relationship Between Teachers’ Noticing for Equity and Equitable Teaching Practice
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    Chapter 16 Complexities in Measuring Teacher Noticing: Commentary
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    Chapter 17 Measuring Noticing Within Complex Mathematics Classroom Interactions
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    Chapter 18 Using Mathematical Learning Goals to Analyze Teacher Noticing
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    Chapter 19 Measuring Elementary Mathematics Teachers’ Noticing: Using Child Study as a Vehicle
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    Chapter 20 Investigating the Relationship Between Professional Noticing and Specialized Content Knowledge
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    Chapter 21 A Standardized Approach for Measuring Teachers’ Professional Vision: The Observer Research Tool
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    Chapter 22 Challenges in Measuring Secondary Mathematics Teachers’ Professional Noticing of Students’ Mathematical Thinking
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    Chapter 23 Exploring the Boundaries of Teacher Noticing: Commentary
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    Chapter 24 Shifting Perspectives on Preservice Teachers’ Noticing of Children’s Mathematical Thinking
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    Chapter 25 Curricular Noticing: Theory on and Practice of Teachers’ Curricular Use
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    Chapter 26 The FOCUS Framework: Characterising Productive Noticing During Lesson Planning, Delivery and Review
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    Chapter 27 Noticing Distinctions Among and Within Instances of Student Mathematical Thinking
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    Chapter 28 Teachers’ Professional Noticing from a Perspective of Key Elements of Intensive, One-to-One Intervention
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    Chapter 29 The Ascendance of Noticing: Connections, Challenges, and Questions
Overall attention for this book and its chapters
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Title
Teacher Noticing: Bridging and Broadening Perspectives, Contexts, and Frameworks
Published by
Springer International Publishing, January 2017
DOI 10.1007/978-3-319-46753-5
ISBNs
978-3-31-946752-8, 978-3-31-946753-5
Editors

Edna O. Schack, Molly H. Fisher, Jennifer A. Wilhelm

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X Demographics

X Demographics

The data shown below were collected from the profiles of 3 X users who shared this research output. Click here to find out more about how the information was compiled.
 Mendeley readers

Mendeley readers

The data shown below were compiled from readership statistics for 107 Mendeley readers of this research output. Click here to see the associated Mendeley record.

Geographical breakdown

Country Count As %
Unknown 107 100%

Demographic breakdown

Readers by professional status Count As %
Student > Ph. D. Student 33 31%
Student > Doctoral Student 18 17%
Lecturer 10 9%
Professor 7 7%
Researcher 6 6%
Other 12 11%
Unknown 21 20%
Readers by discipline Count As %
Social Sciences 48 45%
Mathematics 18 17%
Arts and Humanities 4 4%
Psychology 3 3%
Linguistics 2 2%
Other 6 6%
Unknown 26 24%

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