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

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 proceeding › Conference 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 language	English
Title of host publication	Proceedings of the International Group for the Psychology of Mathematics Education
Number of pages	8
Publication status	Accepted/In press - Jul 2013
Event	37th meeting of the International Group for the Psychology of Mathematics Education - Kiel, Germany Duration: 29 Jul 2013 → 2 Aug 2013

Conference

Conference	37th meeting of the International Group for the Psychology of Mathematics Education
Country/Territory	Germany
City	Kiel
Period	29/07/13 → 2/08/13

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@inproceedings{f590804b1d8d4c56aab07942d5b7738f,

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

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{\textquoteright} 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{\textquoteright}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.",

author = "Coles, {Alf T} and Ceneida Fernandez and Brown, {Laurinda C}",

year = "2013",

month = jul,

language = "English",

booktitle = "Proceedings of the International Group for the Psychology of Mathematics Education",

note = "37th meeting of the International Group for the Psychology of Mathematics Education ; Conference date: 29-07-2013 Through 02-08-2013",

}

Teacher Noticing and Growth Indicators for Mathematical Development: Accepted for PME37, late July to early August, 2013. / Coles, Alf T; Fernandez, Ceneida; Brown, Laurinda C.
Proceedings of the International Group for the Psychology of Mathematics Education. 2013.

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

TY - GEN

T1 - Teacher Noticing and Growth Indicators for Mathematical Development

T2 - 37th meeting of the International Group for the Psychology of Mathematics Education

AU - Coles, Alf T

AU - Fernandez, Ceneida

AU - Brown, Laurinda C

PY - 2013/7

Y1 - 2013/7

N2 - 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.

AB - 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.

M3 - Conference Contribution (Conference Proceeding)

BT - Proceedings of the International Group for the Psychology of Mathematics Education

Y2 - 29 July 2013 through 2 August 2013

ER -

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

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