Teacher Noticing and Growth Indicators for Mathematical Development: Accepted for PME37, late July to early August, 2013

Alf T Coles, Ceneida Fernandez, Laurinda C Brown

Research output: Chapter in Book/Report/Conference proceedingConference Contribution (Conference Proceeding)

Abstract

This report is based on data gathered as part of a UK project looking into tackling underachievement in primary mathematics through a focus on creativity. We initially analyse, within the framework of noticing (Mason, 2002), if in the discussions of in-service primary school teachers on the project, there is evidence of the shifts in teachers’ noticing, proposed by Jacobs, Lamb, and Philipp (2010) as growth indicators. Results show evidence of these shifts. However, we go on to analyse the data further and find a significant shift that is not captured by Jacobs et al’s indicators. We conclude by arguing for a re-conceptualisation of the idea of growth indicators, towards a more cyclical sense of movement and development.
Original languageEnglish
Title of host publicationProceedings of the International Group for the Psychology of Mathematics Education
Number of pages8
Publication statusAccepted/In press - Jul 2013
Event37th meeting of the International Group for the Psychology of Mathematics Education - Kiel, Germany
Duration: 29 Jul 20132 Aug 2013

Conference

Conference37th meeting of the International Group for the Psychology of Mathematics Education
CountryGermany
CityKiel
Period29/07/132/08/13

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