********************************* Sent at the request of Molly H. Fisher ********************************* PME 38 Working Session #1 - TEACHER NOTICING: A HIDDEN SKILL OF TEACHING
Molly H. Fisher, University of Kentucky Edna O. Schack, Morehead State University Jennifer Wilhelm, University of Kentucky Jonathan Thomas, Northern Kentucky University Rebecca McNall-Krall, University of Kentucky Cindy Jong, University of Kentucky
This working session continues the work of PME-NA 2013 teacher noticing working group. Participants will seek an operational definition of teacher noticing and continue to plan for: a teacher noticing conference, extending teacher noticing to the science arena, the creation of a teacher noticing website and a monograph that incorporates both mathematics and science teacher noticing.
PROFESSIONAL NOTICING FRAMEWORK
Mathematics teacher noticing involves the nearly invisible thought processes of teachers as they observe and instruct students. Research in mathematical noticing has grown considerably in recent years and while there is consensus of the value of teacher noticing to student learning, the definition of teacher noticing is not always consistent. Much of the research on noticing focuses on observation, or attending, although Jacobs, Lamb, and Philipp (2010) proposed this as only one of three interrelated components, the remaining two being, interpreting and deciding. This working session will seek to operationalize the definition of teacher noticing, extend the research to the discipline of science, and establish avenues for presenting new and original teacher noticing research to the mathematics and science education communities via a teacher noticing conference, website, and monograph.
WORKING SESSION TASKS AND ACTIVITIES
Session 1 will engage participants with examples of teacher noticing in mathematics and science to familiarize the audience with the existing state of the field (45 minutes). Additionally, the opening activities will serve to further operationalize the definition of teacher noticing. Three focus groups will be formed, each taking the lead on: 1) Proposal writing for conducting a teacher noticing conference, 2) Research discussions of extending mathematical teacher noticing to science leading to a monograph, and 3) Designing a teacher noticing website to communicate our operationalized definition, conference plans, and current research on noticing in mathematics and science. Session 1 will end with focus groups developing organizational strategies (45 minutes) to be reported at the opening of Session 2 (30 minutes). Focus groups will continue planning in Session 2 striving to complete a timeline of activities to reach each group's respective goal (30 minutes). The session will culminate with focus group reports to large group and discussion of next steps. References
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.