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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Philipp, R., Fredenberg, M., Hawthorne, C. (2017). Examining Student Thinking Through 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_7
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DOI: https://doi.org/10.1007/978-3-319-46753-5_7
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