From a Framework to a Lens: Learning to Notice Student Mathematical Thinking

Abstract

Teaching is a complex endeavor that necessarily requires teachers to attend to some activities and ignore others. This case study focuses on prospective teachers’ learning to notice student mathematical thinking. We frame our view of noticing with the professional noticing framework (Jacobs, Lamb, & Philipp, in Journal for Research in Mathematics Education 41:169–202, 2010), and our view of student mathematical thinking with the MOST analytical framework (Leatham, Peterson, Stockero, & Van Zoest, in Journal for Research in Mathematics Education 46:88–124, 2015). We share evidence that a research experience that focused prospective teachers in a sustained, intense experience focused on articulating student mathematical thinking through focused video analysis influenced their ability to notice in-the-moment student mathematical thinking during their student teaching experience.