Micro-analysis of noticing: a lens on prospective teachers’ trajectories of learning to notice-Reference-Cited by-同舟云学术

Micro-analysis of noticing: a lens on prospective teachers’ trajectories of learning to notice

Published:2021-02-18 Issue:1 Volume:53 Page:215-230
ISSN:1863-9690
Container-title:ZDM – Mathematics Education
language:en
Short-container-title:ZDM Mathematics Education

Author:

Bragelman John^ORCID,Amador Julie M.,Superfine Alison Castro

Publisher

Springer Science and Business Media LLC

Subject

General Mathematics,Education

Link

https://link.springer.com/content/pdf/10.1007/s11858-021-01230-9.pdf

Reference53 articles.

1. Amador, J. M. (2017). Preservice teachers’ video simulations and subsequent noticing: A practice-based method to prepare mathematics teachers. Research in Mathematics Education, 19(3), 217–235. https://doi.org/10.1080/14794802.2017.1315317.

2. Amador, J. M., Bragelman, J., & Superfine, A. C. (2021). Prospective teachers’ noticing: A literature review of methodological approaches to support and analyze noticing. Teaching and Teacher Education. https://doi.org/10.1016/j.tate.2020.103256.

3. Baldinger, E. M. (2017). “Maybe it’s a status problem”. Development of mathematics teacher noticing for equity. In E. O. Schack, M. H. Fisher, & J. A. Wilhelm (Eds.), Teacher noticing: Bridging and broadening perspectives, contexts, and frameworks (pp. 231–249). Cham: Springer International.

4. Ball, D. L. (2011). Foreward. In M. G. Sherin, V. R. Jacobs, & R. A. Philipp (Eds.), Mathematics teacher noticing: Seeing through teachers’ eyes (pp. xx–xxiv). New York: Routledge.

5. Ball, D. L., Sleep, L., Boerst, T. A., & Bass, H. (2009). Combining the development of practice and the practice of development in teacher education. The Elementary School Journal, 109(5), 458–474.

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