한국수학교육학회지시리즈D:수학교육연구 (Research in Mathematical Education)

  • 제25권1호
  • /
  • Pages.91-97
  • /
  • 2022
  • /
  • 1226-6191(pISSN)
  • /
  • 2287-9943(eISSN)
한국수학교육학회 (Korean Society of Mathematical Education)
권호 표지
DOI QR코드

DOI QR Code

The Relationship between Mathematics Teachers' Noticing and Responsive Teaching: In the Context of Teaching for All Students' Mathematical Thinking

  • 투고 : 2022.02.18
  • 심사 : 2022.03.18
  • 발행 : 2022.03.31
PDF 다운로드
⟨ 이전 논문 다음 논문 ⟩

초록

Competent mathematics teachers need to implement the responsive teaching strategy to use student thinking to make instructional decisions. However, the responsive teaching strategy is difficult to implement, and limited research has been conducted in traditional classroom settings. Therefore, we need a better understanding of responsive teaching practices to support mathematics teachers adopting and implementing them in their classrooms. Responsive teaching strategy is connected with teachers' noticing practice because mathematics teachers' ability to notice classroom events and student thinking is connected with their interaction with students. In this regard, this review introduced and examined a study of the relationship between mathematics teachers' noticing and responsive teaching: In the context of teaching for all students' mathematical thinking conducted by Kim et al. (2017).

키워드

참고문헌

  1. Blomeke, S., Gustafsson, J. E., & Shavelson, R. (2015). Beyond dichotomies: Competence viewed as a continuum. Zeitschrift fur Psychologie, 223(1), 3-13. https://doi.org/10.1027/2151-2604/a000194
  2. Coffey, J. E., Hammer, D., Levin, D. M., & Grant, T. (2011). The missing disciplinary substance of formative assessment. Journal of Research in Science Teaching, 48(10), 1109-1136. https://doi.org/10.1002/tea.20440
  3. Dyer, E. B., & Sherin, M. G. (2016). Instructional reasoning about interpretations of student thinking that supports responsive teaching in secondary mathematics. ZDM: The International Journal on Mathematics Education, 48(1), 69-82. https://doi.org/10.1007/s11858-015-0740-1
  4. Hammer, D., Goldberg, F., & Fargason, S. (2012). Responsive teaching and the beginnings of energy in a third grade classroom. Review of Science, Mathematics and ICT Education, 6(1), 51-72.
  5. Jacobs, V. R., & Empson, S. B. (2016). Responding to children's mathematical thinking in the moment: An emerging framework of teaching moves. ZDM: The International Journal on Mathematics Education, 48(1), 185-197. https://doi.org/10.1007/s11858-015-0717-0
  6. Jacobs, V. R., Lamb, L. L., & Philipp, R. A. (2010). Professional noticing of children's mathematical thinking. Journal for Research in Mathematics Education, 41(2), 169-202. https://doi.org/10.5951/jresematheduc.41.2.0169
  7. Kang, S. K., & Hong, J. K. (2021). Exploring central beliefs through noticing analysis of mathematics teachers. Communications of Mathematical Education, 35(4), 377-411. https://doi.org/10.7468/JKSMEE.2021.35.4.377
  8. Kim, H. J., Han, C. L., Bae, M. S., & Kwon, O. N. (2017). The relationship between mathematics teachers' noticing and responsive teaching: In the context of teaching for all students' mathematical thinking. The Mathematical Education, 56(3), 341-363. https://doi.org/10.7468/MATHEDU.2017.56.3.341
  9. Lampert, M. (2001). Teaching problems and the problems of teaching. Yale University Press.
  10. Lampert, M., Franke, M. L., Kazemi, E., Ghousseini, H., Turrou, A. C., Beasley, H., Cunard, A., & Crowe, K. (2013). Keeping it complex: Using rehearsals to support novice teacher learning of ambitious teaching. Journal of Teacher Education, 64(3), 226-243. https://doi.org/10.1177/0022487112473837
  11. National Council of Teachers of Mathematics. (2014). Principles to actions: Ensuring mathematical success for all. Author.
  12. Pang, J. S., Sunwoo, J., Kim, L. N., Lim, G. H., & Kang, E. J. (2020). Teachers' perception and noticing of mathematics classroom culture. School Mathematics, 22(4), 945-965. https://doi.org/10.29275/sm.2020.12.22.4.945
  13. Sherin, M. G., Jacobs, V. R., & Philipp, R. A. (2010). Situating the study of teacher noticing. In M. G. Sherin, V. R. Jacobs, & R. A. Philipp (Eds.), Mathematics teacher noticing: Seeing through teachers' eyes (pp. 3-13). Routledge.
  14. 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(2), 107-125. https://doi.org/10.1007/s10857-007-9063-7
  15. Stockero, S. L., Van Zoest, L. R., Freeburn, B., Peterson, B. E., & Leatham, K. R. (2020). Teachers' responses to instances of student mathematical thinking with varied potential to support student learning. Mathematics Education Research Journal, 1-23. https://doi.org/10.1007/s13394-020-00334-x
  16. 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