Teacher Education, Educational Leadership & Policy ETDs

Publication Date

Spring 5-16-2020

Abstract

Teacher noticing requires listening to student sense-making, interpreting the mathematical understandings teachers hear, and deciding how to respond based on what they notice in a specific interaction. Teachers manage what they notice about students in instructional interactions to both make key teaching decisions and adjust their interactions with specific learners. Elementary teachers narrate their procedural and declarative knowledge in the moment between listening and deciding how to interact. The data is generated through qualitative interviewing, observation, and documentation. There is a cyclical process of listening to student sense-making, then recalling the student criteria that triggered an interaction, as well as a balance between impulsivity and overthinking (in which the tension between a teacher’s best knowledge and the gathering of more student information is considered), before a teacher commits to a specific response. Teacher listening processes, context, and ability to narrate interactions are considered to describe how student sense-making can drive the opportunities to learn that teachers provide.

Keywords

knowledge of content and students, pedagogical content knowledge, elementary mathematics, narrated noticing, listening, student sense-making

Document Type

Dissertation

Language

English

Level of Degree

Doctoral

Department Name

Teacher Education, Educational Leadership & Policy

First Committee Member (Chair)

Laura Haniford

Second Committee Member

Tryphenia Peele-Eady

Third Committee Member

Kersti Tyson

Fourth Committee Member

Kathryn Watkins

Comments

Resubmission of dissertation manuscript with three blank pages after the references removed.

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