Abstract
Understanding teacher cognition in the moments of instruction has become increasingly important to the mathematics education community over the past two decades. Various reforms and policies make it clear that to support student learning, instruction must be based, at least in part, on the ideas that students raise in class, the reasoning that ensues, and the representations that are used (CCSSI, 2010; NCTM, 2000; NRC, 2001).
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Sherin, M.G., Russ, R.R., Sherin, B.L. (2013). Integrating Noticing into the Modeling Equation. In: Li, Y., Moschkovich, J.N. (eds) Proficiency and Beliefs in Learning and Teaching Mathematics. Mathematics Teaching and Learning. SensePublishers, Rotterdam. https://doi.org/10.1007/978-94-6209-299-0_8
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DOI: https://doi.org/10.1007/978-94-6209-299-0_8
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