Toward Professional Development for Multimodal Teacher Noticing

Autor/inn/en	Walkoe, Janet; Williams-Pierce, Caroline; Flood, Virginia J.; Walton, Margaret
Titel	Toward Professional Development for Multimodal Teacher Noticing
Quelle	In: Journal for Research in Mathematics Education, 54 (2023) 4, S.279-285 (7 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0021-8251
DOI	10.5951/jresematheduc-2020-0326
Schlagwörter	Faculty Development; Mathematics Teachers; Observation; Nonverbal Communication; Intervention; Preservice Teachers; Methods Courses; Mathematics Education; Mathematics Instruction + Suchen Sie Ihr Suchwort? Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Beobachtung; Non-verbal communication; Nonverbale Kommunikation; Methodisch-didaktische Anleitung; Mathematische Bildung; Mathematics lessons; Mathematikunterricht
Abstract	Considerable research has been conducted on the critical role of gesture and action in children's mathematical thinking. However, teacher professional development (PD) has not tended to include specific supports for attending to nonverbal student thinking. In this Brief Report, we argue for including supports for multimodal teacher noticing in teacher PD. We illustrate how a targeted intervention can relatively quickly support teachers in learning to notice multimodal student thinking and demonstrate how shifting teachers' attention to gesture can enrich how they interpret the details of students' thinking. (As Provided).
Anmerkungen	National Council of Teachers of Mathematics. 1906 Association Drive, Reston, VA 20191. Tel: 800-235-7566; Tel: 703-620-9840; Fax: 703-476-2570; e-mail: publicationsdept@nctm.org; Web site: https://pubs.nctm.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01