Overview
- Clarifies the construct of teacher noticing
- Provides the newest research in the important field of professional noticing
- Investigates teacher noticing from a number of contexts and frameworks, including STEM education
- Includes supplementary material: sn.pub/extras
Part of the book series: Research in Mathematics Education (RME)
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Table of contents (29 chapters)
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Teacher Noticing in Various Grade Bands and Contexts
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Examining Student Thinking through Teacher Noticing
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Extending Equitable Practices in Teacher Noticing
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Editors and Affiliations
About the editors
Dr. Edna O. Schack is a professor of education and Co-Director of MSUTeach at Morehead State University in Morehead, KY where she has taught prospective elementary teachers since 1987. She is the recipient, along with several Kentucky colleagues, of two National Science Foundation grants investigating prospective elementary teacher professional noticing of children’s early numeracy and early algebraic thinking. Her interests also include investigating key practices prospective teachers need to develop a foundation for growth as an effective teacher. Involved in the Kentucky Committee for Mathematics Achievement since its inception in 2005, she served as the Chair (2010–2012) and is currently the Assistant to the Chair. She has published in both research and practitioner journals.
Dr. Molly H. Fisher is an Associate Professor of Mathematics Education in the STEM Education Department at the University of Kentucky. She is also the Director of Graduate Studies where she directs theM.S. in STEM Education program as well as the STEM Education strand of the Ph.D. program in Education Sciences. She holds a B.A. in Mathematics, M.A. in Mathematics Education, and a Ph.D. in Curriculum Instruction (with an Urban Mathematics Education specialization) from the University of North Carolina at Charlotte. She is a former high school Mathematics and Computer Science teacher with a myriad of experiences teaching in the classroom and online. Her research focuses on the professional noticing of children’s mathematical thinking of preservice elementary teachers through the lens of the Stages of Early Arithmetic Learning (SEAL) and Algebraic Thinking. Additionally, she is passionate about the support and mentoring of new teachers and she studies the stress, burnout, and retention of inservice teachers, especially secondary mathematics teachers.Dr. Jennifer A. Wilhelm is a Professor of Science and Mathematics Education at the University of Kentucky. She holds a Ph.D. in Science/Mathematics Education from the University of Texas at Austin and a M.S. in Physics from Michigan State University. Dr. Wilhelm’s primary research interest involves the design of project-enhanced, interdisciplinary learning environments. She investigates how people understand science and mathematics concepts as they participate in project work that demands the integration of multiple content areas. Dr. Wilhelm’s research focuses on project pieces that are inherently interdisciplinary and fruitful for contextualized student learning. Some examples include examining the development of students’ science and mathematics content understanding as they engage in studies of motion and rate of change; sound waves and trigonometry; and the moon’s phases, the moon’s motion, and spatial geometry.Bibliographic Information
Book Title: Teacher Noticing: Bridging and Broadening Perspectives, Contexts, and Frameworks
Editors: Edna O. Schack, Molly H. Fisher, Jennifer A. Wilhelm
Series Title: Research in Mathematics Education
DOI: https://doi.org/10.1007/978-3-319-46753-5
Publisher: Springer Cham
eBook Packages: Education, Education (R0)
Copyright Information: Springer International Publishing AG 2017
Hardcover ISBN: 978-3-319-46752-8Published: 24 May 2017
Softcover ISBN: 978-3-319-83577-8Published: 28 July 2018
eBook ISBN: 978-3-319-46753-5Published: 16 May 2017
Series ISSN: 2570-4729
Series E-ISSN: 2570-4737
Edition Number: 1
Number of Pages: XX, 536
Number of Illustrations: 39 b/w illustrations, 12 illustrations in colour
Topics: Mathematics Education, Learning & Instruction, Educational Psychology