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A Study on Teacher's Pre-Noticing and Actual Noticing in Mathematics Classroom  

Lee, Eun Jung (Jeonju National University of Education)
Lee, Kyeong-Hwa (Seoul National University)
Publication Information
School Mathematics / v.18, no.4, 2016 , pp. 773-791 More about this Journal
Abstract
Teacher noticing ability has been considered as one of important elements influencing a quality of teaching. Noticing is closely related to teachers' in the moment decision making in a class, and teachers notice things as they create and interact with their classroom setting. Mathematics teachers as an expert should notice students' mathematics learning during a class. The aim of this study was to analyze how mathematics teacher's pre-noticing activity that the teacher anticipated students' typical strategies and difficulties in learning targeted mathematics knowledge and prepared appropriate responses worked in practice. As a result, the teacher conducted three types of noticing in her classes: noticing shaping students' understanding by using students' misconceptions or errors; noticing creating students' learning opportunities based on their prior knowledge; noticing improving students' informal reasoning. This study concluded with discussion about the positive effect of teacher's pre-noticing activity on her actual noticing in practice, as well as implications for teacher education.
Keywords
teacher noticing; pre-noticing; students' mathematics learning;
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