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Teacher Noticing in Various Grade Bands and Contexts: Commentary

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

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

Abstract

The chapters in this section explore professional noticing in contexts that include both middle and high school pre- and in-service teachers. The authors employ different theoretical and conceptual frameworks, and examine the professional noticing activities of their participants using different research methodologies. To try to tie together these different intellectual contributions, we present and provide initial considerations of six overarching questions related to this important field of scholarship. The hope is that readers will also consider these questions, and will reflect on the way the authors within this section address them as we work as a field to deepen our understanding of professional noticing.

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Author information

Authors and Affiliations

  1. University of Kentucky, Lexington, KY, USA

    Brett Criswell & Rebecca McNall Krall

Authors
  1. Brett Criswell
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  2. Rebecca McNall Krall
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Correspondence to Brett Criswell .

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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Criswell, B., Krall, R.M. (2017). Teacher Noticing in Various Grade Bands and Contexts: 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_2

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  • DOI: https://doi.org/10.1007/978-3-319-46753-5_2

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  • Publisher Name: Springer, Cham

  • Print ISBN: 978-3-319-46752-8

  • Online ISBN: 978-3-319-46753-5

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