Abstract
Although research on teachers’ noticing in mathematics education has significantly increased over the last decade, little is known about the relationship between teachers’ noticing and teachers’ knowledge as an influential basis of their professional noticing. This paper examines this relationship based on a study involving 203 in-service Chinese mathematics teachers. The results suggest that the different components of teacher knowledge influence teacher noticing differently. Among others, the sub-facets of teachers’ noticing, “interpretation and decision-making,” have a stronger correlation with teachers’ knowledge than the sub-facet “perception.” However, due to social and cultural differences between Eastern and Western countries, the study did not identify strong connections, as expected from the results of studies carried out in Western countries. Instead, rather weak overall connections between mathematics teachers’ knowledge and their noticing could be identified reflecting specific features of Chinese culture.
Highlights
Teacher noticing has been commonly accepted as a critical component of mathematics teaching expertise, which acts as an important factor for improving the quality of teaching and students’ mathematical achievements (Sherin, Jacobs, & Philipp, 2011)
The cultural attribution of both teacher knowledge and noticing makes it meaningful and necessary to investigate to what extent the strong linkages between mathematics teacher noticing and their knowledge theoretically proposed and empirically identified in Western contexts may be found among teachers in a different cultural context, for example, in the social and cultural context of China, an influential East Asian country with quite unique cultural traditions
It is expected that a deeper and more complete analysis can give insight into the complex relation between teacher knowledge and teacher noticing, especially in the light of the different strengths and weaknesses of Eastern and Western teachers in noticing from a pedagogical and a mathematics-pedagogical perspective (Yang, Kaiser, König, & Blömeke, 2019). In light of these reflections, the main aim of the present study is to investigate the relationship between Chinese secondary school mathematics teachers’ professional knowledge and their professional noticing, and examine whether the relationship is different or similar to the structure identified within Western secondary mathematics teachers
Summary
Teacher noticing has been commonly accepted as a critical component of mathematics teaching expertise, which acts as an important factor for improving the quality of teaching and students’ mathematical achievements (Sherin, Jacobs, & Philipp, 2011). Due to the importance of teacher noticing, a growing body of studies conducted by researchers in Western contexts aimed to explore factors that influence the process of its construction in order to facilitate its development. It has been widely accepted by Western researchers that the development of teacher noticing is “a strongly knowledge-guided process” The cultural attribution of both teacher knowledge and noticing makes it meaningful and necessary to investigate to what extent the strong linkages between mathematics teacher noticing and their knowledge theoretically proposed and empirically identified in Western contexts may be found among teachers in a different cultural context, for example, in the social and cultural context of China, an influential East Asian country with quite unique cultural traditions
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