Noticing Student Thinking under Pressure in Primary Mathematics and Science Lessons

Autor/inn/en	Jazby, Dan; Widjaja, Wanty; Xu, Lihua; van Driel, Jan H.
Titel	Noticing Student Thinking under Pressure in Primary Mathematics and Science Lessons
Quelle	In: International Journal of Science and Mathematics Education, 21 (2023) 2, S.645-666 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Jazby, Dan)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1571-0068
DOI	10.1007/s10763-022-10263-9
Schlagwörter	Thinking Skills; Science Education; Mathematics Education; Attention; Elementary School Teachers; Elementary School Students; Interaction; Classroom Environment; Cognitive Processes; Elementary School Mathematics; Elementary School Science + Suchen Sie Ihr Suchwort? Denkfähigkeit; Naturwissenschaftliche Bildung; Mathematische Bildung; Aufmerksamkeit; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Interaktion; Klassenklima; Unterrichtsklima; Cognitive process; Kognitiver Prozess; Elementare Mathematik; Schulmathematik
Abstract	Teacher noticing of student thinking represents a key aspect of teacher expertise as it informs teachers' actions 'on the fly' during a lesson. In science and mathematics education, teacher noticing has been conceptualised as being driven by attending to and making sense of student thinking. A range of models of noticing developed in professional fields such as aviation posit that perceptual interaction is also a key driver of noticing. This paper presents an alternate, ecological model of teacher noticing that begins with the premise that teachers have limited capacity to make sense of noteworthy events mid-lesson. Multimodal data collected from a primary science and mathematics lesson, taught by the same teacher, is analysed using the ecological lens. The analysis draws research attention to aspects of teacher/classroom interaction such as attention deployment and the role that classroom environments play in facilitating mid-lesson noticing of student thinking. Differences in teacher noticing between the science and mathematics lesson can be accounted for in terms of variance in environmental structure rather than solely in terms of teacher cognition. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01