The Relationship between Mathematics Teachers’ Noticing and Responsive Teaching: In the Context of Teaching for All Students’ Mathematical Thinking
0
조회
0
다운로드
0
인용
0
참고문헌
키워드
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).
Abstract
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).
참고문헌 (16)
- Blömeke, S., "Beyond dichotomies : Competence viewed as a continuum", Zeitschrift für Psychologie, 223(1), pp.3~13 (2015)
- Coffey, J. E., "The missing disciplinary substance of formative assessment", Journal of Research in Science Teaching, 48(10), pp.1109~1136 (2011)
- Dyer, E. B., "Instructional reasoning about interpretations of student thinking that supports responsive teaching in secondary mathematics", ZDM : The International Journal on Mathematics Education, 48(1), pp.69~82 (2016)
- Hammer, D., "Responsive teaching and the beginnings of energy in a third grade classroom", Review of Science, Mathematics and ICT Education, 6(1), pp.51~72 (2012)
- Jacobs, V. R., "Responding to children’s mathematical thinking in the moment : An emerging framework of teaching moves", ZDM : The International Journal on Mathematics Education, 48(1), pp.185~197 (2016)
- Jacobs, V. R., "Professional noticing of children’s mathematical thinking", Journal for Research in Mathematics Education, 41(2), pp.169~202 (2010)
- 강성권, "수학교사의 노티싱(Noticing)분석을 통한 중심신념 탐색", 수학교육 논문집, 35(4), pp.377~411 (2021), 한국수학교육학회[DOI]
- 김희정, "수학 교사의 주목하기와 반응적 교수의 관계 : 모든 학생의 수학적 사고 계발을 지향하는 수업 상황에서", 수학교육, 56(3), pp.341~363 (2017), 한국수학교육학회[DOI]
- Lampert, M., "Teaching problems and the problems of teaching" (2001), Yale University Press
- Lampert, M., "Keeping it complex : Using rehearsals to support novice teacher learning of ambitious teaching", Journal of Teacher Education, 64(3), pp.226~243 (2013)
- National Council of Teachers of Mathematics, "Principles to actions: Ensuring mathematical success for all", ~ (2014)
- 방정숙, "수학 교실 문화에 대한 교사의 인식과 노티싱", 학교수학, 22(4), pp.945~965 (2020), 대한수학교육학회
- Sherin, M. G., "Mathematics teacher noticing: Seeing through teachers’ eyes", pp.3~13 (2010), Routledge
- Star, J. R., "Learning to observe : Using video to improve preservice mathematics teachers’ ability to notice", Journal of Mathematics Teacher Education, 11(2), pp.107~125 (2008)
- Stockero, S. L., "Teachers’ responses to instances of student mathematical thinking with varied potential to support student learning", Mathematics Education Research Journal, pp.1~23 (2020)[DOI]
- van Es, E. A., "Mathematics teachers’"learning to notice"in the context of a video club", Teaching and Teacher Education, 24, pp.244~276 (2008)