How Context Specific Is Teachers' Analysis of How Representations Are Dealt with in Classroom Situations? Approaching a Context-Aware Measure for Teacher Noticing

Autor/inn/en	Friesen, Marita Eva; Kuntze, Sebastian
Titel	How Context Specific Is Teachers' Analysis of How Representations Are Dealt with in Classroom Situations? Approaching a Context-Aware Measure for Teacher Noticing
Quelle	In: ZDM: Mathematics Education, 53 (2021) 1, S.181-193 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Kuntze, Sebastian)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1863-9690
DOI	10.1007/s11858-020-01204-3
Schlagwörter	Mathematics Teachers; Secondary School Teachers; Attention; Mathematics Instruction; Fractions; Vignettes; Teacher Competencies + Suchen Sie Ihr Suchwort? Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Aufmerksamkeit; Mathematics lessons; Mathematikunterricht; Bruchrechnung; Lehrkunst
Abstract	Although raised in the early days of research on teacher noticing, the question of context specificity has remained largely unanswered to this day. In this study, we build on our prior research on a specific aspect of noticing, namely teachers' analysis of how representations are dealt with in mathematics classroom situations. For the purpose of such analysis, we examined the role of context on the levels of "mathematical content area" and "classroom situation." Using a vignette-based test instrument with 12 classroom situations from the content areas of fractions and functions, we investigated how teachers' analyses regarding the use of representations are related concerning these two mathematical content areas. Beyond content areas, we were interested in the question of whether an overarching unidimensional competence construct can be inferred from the participants' analyses of the different individual classroom situations. The 12 vignettes were analysed by N = 175 secondary mathematics teachers with different degrees of teaching experience and their written answers provided the data for this study. Our findings show that the data fit the Rasch model and that all classroom situations contributed in a meaningful way to the competence under investigation. There was no significant effect of the mathematical content area on the participants' analyses regarding the use of multiple representations. The results of the study indicate that explicitly considering questions of context can strengthen research into teacher noticing. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01