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Teacher Noticing on Students' Reasoning of Statistical Variability  

Han, Chaereen (Seoul Singok Elementary School)
Kim, Hee-jeong (Hongik University)
Kwon, Oh Nam (Seoul National University)
Publication Information
Journal of the Korean School Mathematics Society / v.21, no.2, 2018 , pp. 183-206 More about this Journal
Abstract
It arises that teachers' professional competence should be considered not only with a cognitive perspective but also with a situative perspective. In this study, we considered mathematics teacher noticing as situational professional competencies of a mathematics teacher, and explored how mathematics teachers noticing on children's development of reasoning about variability in a video club has changed with the situative perspective. Findings illustrate that the 'interpreting' component among the three components of noticing-attending, interpreting, and deciding how to respond-was critically decisive for the change of the participant teachers' noticing. We also discussed how the video club intervention(the framework of children's development of reasoning about variability) can support the development of teacher noticing as a professional competence. This study has implications on the design of a video club to improve mathematics teacher noticing.
Keywords
teacher noticing; mathematics teacher professional competency; situative perspectives; video club;
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Times Cited By KSCI : 2  (Citation Analysis)
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