Professional Noticing of Children's Mathematical Thinking
Abstract
The construct professional noticing of children's mathematical thinking is introduced as a way to begin to unpack the in-the-moment decision making that is foundational to the complex view of teaching endorsed in national reform documents. We define this expertise as a set of interrelated skills including (a) attending to children's strategies, (b) interpreting children's understandings, and (c) deciding how to respond on the basis of children's understandings. This construct was assessed in a cross-sectional study of 131 prospective and practicing teachers, differing in the amount of experience they had with children's mathematical thinking. The findings help to characterize what this expertise entails; provide snapshots of those with varied levels of expertise; and document that, given time, this expertise can be learned.
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Teachers who notice student thinking are positioned to support reform-oriented, student-centered mathematics and science instruction.
“Teachers who notice student thinking, that is, identify and make sense of students ' mathematical and scientific ideas and build on these ideas appropriately while making pedagogical decisions, are positioned to support reformoriented, student-centered mathematics and science instruction.”
From Prospective K-8 teachers’ noticing of student justifications and generalizations in the context of analyzing written artifacts and video-records (2021) · cites this paper as Jacobs, Lamb, & Philipp, 2010
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- Authors
- Jacobs, V. R., Lamb, L. L. C., & Philipp, R. A.
- Affiliations
- San Diego State University (US)
- ORCID
- Jacobs, Victoria R.
- Venue
- Journal for Research in Mathematics Education
- Published
- 2010-03
- Volume
- 41
- Issue
- 2
- Pages
- 169-202
- ISSN
- 0021-8251 (ISSN-L)
- 1945-2306
- OpenAlex
- W23678119
- Cited by
- 1,433
- References
- 61
- Citations by year
- 2026: 132 · 2025: 148 · 2024: 120 · 2023: 127 · 2022: 127 · 2021: 127 · 2020: 130 · 2019: 101 · 2018: 93 · 2017: 90 · 2016: 61 · 2015: 61 · 2014: 50 · 2013: 25 · 2012: 19
- FWCI
- 95.16
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Journal for Research in Mathematics Education (publishedVersion)
- Topics
- Social Sciences › Education › Mathematics Education and Teaching Techniques
- Social Sciences › Education › Teacher Education and Leadership Studies
- Physical Sciences › Mathematics › Applied Mathematics › Mathematics Education and Pedagogy
- Keywords
- professional noticing, children's mathematical thinking, teacher expertise, pre-service teachers, experienced teachers, teacher learning, mathematics education
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Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
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