School Mathematics (대한수학교육학회지:학교수학)

The Korea Society of Educational Studies in Mathematics (대한수학교육학회)
권호 표지

Trends and Issues in Research on Noticing in Mathematics Education

수학 교육에서 노티싱(Noticing) 연구의 동향과 과제

  • Received : 2017.11.13
  • Accepted : 2017.12.20
  • Published : 2017.12.29
Download PDF
⟨ Previous Next ⟩

Abstract

Whereas noticing with relation to teacher expertise has been steadily studied in international contexts, there have been very few studies in Korea in this area. Given this, this paper reviewed the meanings of noticing based on Sherin and van Es as well as Jacobs et al. who provided foundational work and then analyzed recent studies on teacher noticing. A review of literature showed that recent international studies on noticing tend to elaborate the theoretical framework of noticing, diversify the methods of research on noticing, and extend to the range of noticing. This paper also included an analysis of domestic studies dealing with noticing either explicitly or implicitly. This paper is expected to serve as a basis to foster conceptual understanding of teacher noticing and to derive follow-up studies in Korea.

노티싱(Noticing)은 교사 전문성의 한 요소로서 국외에서 활발하게 연구되고 있으며, 최근 국내에서도 관련 연구에 대한 관심이 확산되고 있다. 이러한 시점에서 본 논문은 교사 노티싱의 개념을 면밀하게 고찰하고 최근 국내외에서 진행된 교사 노티싱 관련 연구의 동향을 파악하여, 국내 교사 노티싱 연구의 후속 과제를 제안하는 데 목표를 두었다. 이를 위하여, 먼저 노티싱 연구의 토대를 마련한 Sherin과 van Es의 연구 및 Jacobs 외의 연구를 중심으로 교사 노티싱의 개념을 다각도로 비교 분석하였다. 다음으로 국내외의 교사 노티싱 관련 연구를 분석하였는데, 그 결과, 최근의 국외 연구는 노티싱에 대한 이론적 틀의 정교화, 노티싱을 연구하는 방식의 다양화, 교사 노티싱 범위의 확장과 같은 경향성을 보였으며, 국내 연구는 크게 교사 노티싱을 명시적으로 다룬 연구와 암묵적으로 다룬 연구로 나누어 살펴볼 수 있었다. 본 연구를 바탕으로 교사 노티싱 연구의 활성화를 기대하며, 국내 노티싱 연구의 후속 과제를 제안하였다.

Keywords

References

  1. 고창규(2013). 초등교사들이 수업평가에서 주목하지 못하는 수업내용: '박'교사 수업평가 사례를 중심으로. 학습자중심교과교육연구, 13(6), 569-597.
  2. 고창규(2014). 초등교사들이 '박'교사 수업의 평가 사례에서 주목하는 수업 내용. 인문사회과학연구, 15(1), 391-423.
  3. 고창규(2017). 초등교사들이 수업을 하는 과정에 서 주목하는 수업측면. 학습자중심교과교육연구, 17(8), 553-582.
  4. 김남균, 유제정(2015). 초등학교 현직교사와 예비 교사의 수학 수업 비평의 관점에 대한 연구. 수학교육, 54(1), 1-11.
  5. 김희정, 한채린, 배미선, 권오남(2017). 수학 교사의 주목하기와 반응적 교수의 관계: 모든 학생의 수학적 사고 계발을 지향하는 수업 상황에서. 수학교육, 56(3), 341-363.
  6. 나귀수(2008). 초등학교 예비교사들의 수학 수업 관점에 대한 연구: 예비교사들의 수업 논평 비교를 중심으로. 학교수학, 10(2), 279-296.
  7. 나귀수(2009). 초등학교 교사의 수학 수업 비평의 특징에 대한 연구. 학교수학, 11(4), 583-605.
  8. 방정숙(2014). 예비교사의 초등 수학 수업에 대한 기술과 비평의 변화. 한국초등수학교육학회지, 15(2), 221-246.
  9. 방정숙, 선우진(2015). 예비교사의 초등 수학 수업에 대한 비평 수준 분석. 한국초등수학교육학회지, 19(4), 625-647.
  10. 방정숙, 선우진(2016). 교육실습 및 수업 논의를 통한 예비 교사들의 초등 수학 수업에 대한 비평 변화. 한국초등수학교육학회지, 20(2), 259-281.
  11. 이은정, 이경화(2016). 교사의 사전 주목하기와 수학수업에서 실제 주목하기에 대한 연구. 학교수학, 18(4), 773-791.
  12. Amador, J. (2016). Professional noticing practices of novice mathematics teacher educators. International Journal of Science and Mathematics Education, 14, 217-241. https://doi.org/10.1007/s10763-014-9570-9
  13. Amador, J. M., Males, L. M., Earnest, D., & Dietiker, L. (2017). Curricular noticing: Theory on and practice of teachers' curricular use. In E. O. Schack, M. H. Fisher, & J. A. Wilhelm (Eds.), Teacher noticing: Bridging and broadening perspectives, contexts, and frameworks (pp. 427-443). Cham, Swizerland: Springer.
  14. Amador, J., & Weiland, I. (2015). What preservice teachers and knowledgeable others professionally notice during lesson study. The Teacher Educator, 50, 109-126. https://doi.org/10.1080/08878730.2015.1009221
  15. American Heritage Online Dictionary. Retrieved from http://www.yourdictionary.com/notice#americanheritage.
  16. Barnhart, T., & van Es, E. (2015). Studying teacher noticing: Examining the relationship among pre-service science teachers' ability to attend, analyze and respond to student thinking. Teaching and Teacher Education, 45, 83-93. https://doi.org/10.1016/j.tate.2014.09.005
  17. Berliner, D. C. (1994). Expertise: The wonder of exemplary performances. In J. M. Mangier & C. C. Block (Eds.), Creating powerful thinking in teachers and students: Diverse perspectives (pp. 161-186). Fort Worth, TX: Holt, Rinehart, and Winston.
  18. Bishop, A. J. (1988). Mathematical enculturation: A cultural perspective on mathematics education. Dordrecht, The Netherlands: Kluwer Academic.
  19. Blomeke, S., Gustafsson, J.-E., & Shavelson, R. J. (2015). Beyond dichotomies: Competence viewed as a continuum. Zeitschrift fur Psychologie, 223(1), 3-13. https://doi.org/10.1027/2151-2604/a000194
  20. Callejo, M. L., & Zapatera, A. (2017). Prospective primary teachers' noticing of students' understanding of pattern generalization. Journal of Mathematics Teacher Education, 20, 309-333. https://doi.org/10.1007/s10857-016-9343-1
  21. Choy, B. H., Thomas, M. O.J., & Yoon, C. (2017). The FOCUS framework: Characterising productive noticing during lesson planning, delivery and review. In E. O. Schack, M. H. Fisher, & J. A. Wilhelm (Eds.), Teacher noticing: Bridging and broadening perspectives, contexts, and frameworks (pp. 445-466). Cham, Swizerland: Springer.
  22. Common Core State Standards Initiative (2010). Common Core State Standards for Mathematics. Retrieved from
  23. Criswell, B., & Krall, R. M. (2017). Teacher noticing in various grade banks and contexts: Commentary. In E. O. Schack, M. H. Fisher, & J. A. Wilhelm (Eds.), Teacher noticing: Bridging and broadening perspectives, contexts, and frameworks (pp. 21-30). Cham, Swizerland: Springer.
  24. Dewey, J. (1933). How we think. New York: Prometheus Books.
  25. Dick, L. K. (2017). Investigating the relationship between professional noticing and specialized content knowledge. In E. O. Schack, M. H. Fisher, & J. A. Wilhelm (Eds.), Teacher noticing: Bridging and broadening perspectives, contexts, and frameworks (pp. 339-358). Cham, Swizerland: Springer.
  26. Dreher, A., & Kuntze, S. (2015). Teachers' professional knowledge and noticing: The case of multiple representations in the mathematics classroom. Educational Studies in Mathematics, 88, 89-114. https://doi.org/10.1007/s10649-014-9577-8
  27. Floro, B., & Bostic, J. D. (2017). A case study of middle school teachers' noticing during modeling with mathematics tasks. In E. O. Schack, M. H. Fisher, & J. A. Wilhelm (Eds.), Teacher noticing: Bridging and broadening perspectives, contexts, and frameworks (pp. 73-89). Cham, Swizerland: Springer.
  28. Goodwin, C. (1994). Professional vision. American Anthropologist, 96, 606-633. http://www.corestandards.org/Math/. https://doi.org/10.1525/aa.1994.96.3.02a00100
  29. 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.
  30. Kwon, N. Y. (2015). Teacher noticing in the context of a learning community. 수학교육학연구, 25(2), 139-155.
  31. 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. https://doi.org/10.5951/jresematheduc.46.1.0088
  32. Lee, M. Y., & Choy, B. H. (2017). Mathematical teacher noticing: The key to learning from lesson study. In E. O. Schack, M. H. Fisher, & J. A. Wilhelm (Eds.), Teacher noticing: Bridging and broadening perspectives, contexts, and frameworks (pp. 121-140). Cham, Swizerland: Springer.
  33. Lobato, J., Hohensee, C., & Rhodehamel, B. (2013). Students' mathematical noticing. Journal for Research in Mathematics Education, 44(5), 809-850. https://doi.org/10.5951/jresematheduc.44.5.0809
  34. Mason, J. (2002). Researching your own practice: The discipline of noticing. London: Routledge Falmer.
  35. McDuffie, A. R., Foote, M. Q., Bolson, C., Turner, E. E., Aguirre, J. M., Bartell, T. G. et al. (2014). Using video analysis to support prospective K-8 teachers' noticing of students' multiple mathematical knowledge bases. Journal of Mathematics Teacher Education, 17, 245-270. Merriam-Webster Online Dictionary. Retrieved from https://www.merriam-webster.com/dictionary/notice. https://doi.org/10.1007/s10857-013-9257-0
  36. Mitchell, R. N., & Marin, K. A. (2015). Examining the use of a structural analysis framework to support prospective teacher noticing. Journal of Mathematics Teacher Education, 18, 551-575. https://doi.org/10.1007/s10857-014-9294-3
  37. Rodgers, C. R. (2002). Seeing student learning: Teacher change and the role of reflection. Harvard Educational Review, 72(2), 230-253. https://doi.org/10.17763/haer.72.2.5631743606m15751
  38. Roller, S. A. (2016). What they notice in video: A study of prospective secondary mathematics teachers learning to teach. Journal of Mathematics Teacher Education, 19, 477-498. https://doi.org/10.1007/s10857-015-9307-x
  39. Santagata, R., & Yeh, C. (2014). Learning to teach mathematics and to analyze teaching effectiveness: evidence from a video- and practice-based approach. Journal of Mathematics Teacher Education, 17, 491-514. https://doi.org/10.1007/s10857-013-9263-2
  40. Santagata, R., & Yeh, C. (2016). The role of perception, interpretation, and decision making in the development of beginning teachers' competence. ZDM The International Journal of Mathematics Education, 48, 153-165. https://doi.org/10.1007/s11858-015-0737-9
  41. Santagata, R., Zannoni, C, & Stigler, J. W. (2007). The role of lesson analysis in pre-service teacher education: An empirical investigation of teacher learning from a virtual video-based field experience. Journal of Mathematics Teacher Education, 10, 123-140. https://doi.org/10.1007/s10857-007-9029-9
  42. Schack, E. O., Fisher, M. H., & Wilhelm, J. A. (Eds.) (2017). Teacher noticing: Bridging and broadening perspectives, contexts, and frameworks. Cham, Swizerland: Springer.
  43. Schoenfeld, A. (2011). Noticing matters. A lot. Now what? In M. G. Sherin, V. R. Jacobs, & R. A. Philipp (Eds.), Mathematics teacher noticing: Seeing through teachers' eyes (pp. 223-238). New York: Routledge.
  44. Schon, D. A. (1983). The reflective practitioner: How professional think in action. New York: Basic Books.
  45. Sherin, M. G. & van Es., E. A. (2009). Effects of video club participation on teachers' professional vision. Journal of Teacher Education, 60(1), 20-37. https://doi.org/10.1177/0022487108328155
  46. Sherin, M. G., Jacobs, V. R., & Philipp, R. A. (Eds.) (2011). Mathematics teacher noticing: Seeing through teachers' eyes. New York: Routledge.
  47. Spitzer, S. M., & Phelps-Gregory, C. M. (2017) Using mathematical learning goals to analyze teacher noticing. In E. O. Schack, M. H. Fisher, & J. A. Wilhelm (Eds.), Teacher noticing: Bridging and broadening perspectives, contexts, and frameworks (pp. 303-319). Cham, Swizerland: Springer.
  48. Star, J. R., & Strickland, S. K. (2008). Learning to observe: Using video to improve preservice mathematics teachers' ability to notice. Journal of Mathematics Teacher Education, 11, 107-125. https://doi.org/10.1007/s10857-007-9063-7
  49. van den Kieboom, L. A., Magiera, M. T., & Moyer, J. C. (2017). Learning to notice student thinking about the equal sign: K-8 preservice teachers' experiences in a teacher preparation. In E. O. Schack, M. H. Fisher, & J. A. Wilhelm (Eds.), Teacher noticing: Bridging and broadening perspectives, contexts, and frameworks (pp. 141-159). Cham, Swizerland: Springer.
  50. van Es, E. A. (2011). A framework for learning to notice student thinking. In M. G. Sherin, V. Jacobs, & R. A. Philipp (Eds.), Mathematics teacher noticing: Seeing through teachers' eyes (pp. 134-151). New York: Routledge.
  51. van Es, E. A., & Sherin, M. G. (2002). Learning to notice: Scaffolding new teachers' interpretations of classroom interactions. Journal of Technology and Teacher Education, 10(4), 571-596.
  52. van Es, E. A., & Sherin, M. G. (2008). Mathematics teachers' "learning to notice" in the context of a video club. Teaching and Teacher Education, 24, 244-276. https://doi.org/10.1016/j.tate.2006.11.005
  53. van Es, E. A., Hand, V., & Mercado, J. (2017). Making visible the relationship between teachers' noticing for equity and equitable teaching practice. In E. O. Schack, M. H. Fisher, & J. A. Wilhelm (Eds.), Teacher noticing: Bridging and broadening perspectives, contexts, and frameworks (pp. 251-270). Cham, Swizerland: Springer.
  54. Walkoe, J. (2015). Exploring teacher noticing of student algebraic thinking in a video club. Journal of Mathematics Teacher Education, 18(6), 523-550. https://doi.org/10.1007/s10857-014-9289-0