Research in Mathematical Education (한국수학교육학회지시리즈D:수학교육연구)

Korean Society of Mathematical Education (한국수학교육학회)
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Utilizing Teacher Noticing within a Representation of an Elementary Engineering Lesson to Support Responsive Teaching in the Classroom

  • Received : 2021.01.04
  • Accepted : 2021.06.17
  • Published : 2021.09.30
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Abstract

Teacher noticing has been termed consequential to teaching because what you see and do not see impacts decisions made within the classroom. Further, how a teacher responds to student thinking depends on what a teacher sees in student thinking. Within this study we sought to understand what teachers noticed within an engineering lesson and the decisions made as a result of that noticing. Findings indicate that student teachers and cooperating teachers drew on their pedagogical knowledge for decisions, rather than taking up the integrated content of student thinking and understanding. These findings serve as a guide for the experiences needed to engage in the complex work of teaching or, more specifically, implementing engineering into instruction through a responsive teaching frame.

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References

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