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Teacher Noticing: Bridging and Broadening Perspectives, Contexts, and Frameworks pp 273–279Cite as

Complexities in Measuring Teacher Noticing: Commentary

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Part of the book series: Research in Mathematics Education ((RME))

Abstract

With the growing research base on teacher noticing has come a similar expansion of methodologies used to measure teacher noticing. The six chapters in this section reflect a range of methodologies, and this commentary is organized around three methodological considerations showcased in the chapters: (a) adoption of a conception of teacher noticing, (b) design of data-collection tools, and (c) choice of data analysis lenses.

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References

  • Goldsmith, L. T., & Seago, N. (2011). Using classroom artifacts to focus teachers’ noticing. In M. G. Sherin, V. R. Jacobs, & R. A. Philipp (Eds.), Mathematics teacher noticing: Seeing through teachers’ eyes (pp. 169–187). New York: Routledge.

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  • Jacobs, V. R., Lamb, L. L. C., & Philipp, R. A. (2010). Professional noticing of children’s mathematical thinking. Journal for Research in Mathematics Education, 41(2), 169–202.

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  • Jacobs, V. R., & Spangler, D. A. (in press). Research on core practices in K–12 mathematics teaching. In J. Cai (Ed.), Compendium for research in mathematics education. Reston, VA: National Council of Teachers of Mathematics.

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  • Leatham, K. R., Peterson, B. E., Stockero, S. L., & Van Zoest, L. R. (2015). Conceptualizing mathematically significant pedagogical opportunities to build on student thinking. Journal for Research in Mathematics Education, 46(1), 88–124.

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  • Rosaen, C. L., Lundeberg, M., Terpstra, M., Cooper, M., Fu, J., & Rui, N. (2010). Seeing through a different lens: What do interns learn when they make video cases of their own teaching? The Teacher Educator, 45(1), 1–22.

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  • Ross, P., & Gibson, S. A. (2010). Exploring a conceptual framework for expert noticing during literacy instruction. Literacy Research and Instruction, 49(2), 175–193.

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  • Russ, R. S., & Luna, M. J. (2013). Inferring teacher epistemological framing from local patterns in teacher noticing. Journal of Research in Science Teaching, 50(3), 284–314.

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  • Schack, E. O., Fisher, M. H., Thomas, J. N., Eisenhardt, S., Tassell, J., & Yoder, M. (2013). Prospective elementary school teachers’ professional noticing of children’s early numeracy. Journal of Mathematics Teacher Education, 16(5), 379–397.

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  • Sherin, M. G., Jacobs, V. R., & Philipp, R. A. (Eds.). (2011). Mathematics teacher noticing: Seeing through teachers’ eyes. New York: Routledge.

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  • Sherin, M. G., Linsenmeier, K. A., & van Es, E. A. (2009). Selecting video clips to promote mathematics teachers’ discussion of student thinking. Journal of Teacher Education, 60(3), 213–230.

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  • Sherin, M. G., Russ, R. S., & Colestock, A. A. (2011). Accessing mathematics teachers’ in-the-moment noticing. In M. G. Sherin, V. R. Jacobs, & R. A. Philipp (Eds.), Mathematics teacher noticing: Seeing through teachers’ eyes (pp. 79–94). New York: Routledge.

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  • Talanquer, V., Tomanek, D., & Novodvorsky, I. (2013). Assessing students’ understanding of inquiry: What do prospective science teachers notice? Journal of Research in Science Teaching, 50(2), 189–208.

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  • van Es, E. A. (2011). A framework for learning to notice student thinking. In M. G. Sherin, V. R. Jacobs, & R. A. Philipp (Eds.), Mathematics teacher noticing: Seeing through teachers’ eyes (pp. 134–151). New York: Routledge.

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Acknowledgements

I thank Katherine Baker, Amy Hewitt, and Naomi Jessup for their helpful conversations during the writing of this commentary.

Author information

Authors and Affiliations

  1. University of North Carolina at Greensboro, Greensboro, NC, USA

    Victoria R. Jacobs

Authors
  1. Victoria R. Jacobs
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Correspondence to Victoria R. Jacobs .

Editor information

Editors and Affiliations

  1. Morehead State University, Morehead, Kentucky, USA

    Edna O. Schack

  2. University of Kentucky, Lexington, Kentucky, USA

    Molly H. Fisher

  3. STEM Education, University of Kentucky, Lexington, Kentucky, USA

    Jennifer A. Wilhelm

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Jacobs, V.R. (2017). Complexities in Measuring Teacher Noticing: Commentary. In: Schack, E., Fisher, M., Wilhelm, J. (eds) Teacher Noticing: Bridging and Broadening Perspectives, Contexts, and Frameworks. Research in Mathematics Education. Springer, Cham. https://doi.org/10.1007/978-3-319-46753-5_16

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  • DOI: https://doi.org/10.1007/978-3-319-46753-5_16

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  • Publisher Name: Springer, Cham

  • Print ISBN: 978-3-319-46752-8

  • Online ISBN: 978-3-319-46753-5

  • eBook Packages: EducationEducation (R0)

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