Professional Noticing: A Component of the Mathematics Teacher’s Professional Practice

Detalhes bibliográficos
Autor(a) principal: Llinares, Salvador
Data de Publicação: 2013
Tipo de documento: Artigo
Idioma: eng
Título da fonte: Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)
Texto Completo: https://doi.org/10.25749/sis.3707
Resumo: In this paper, I characterize the notion of «teaching competency» as being able to use knowledge in a pertinent way to carry out mathematics teaching tasks. One aspect of teaching competency is the teacher’s «professional noticing» of students’ mathematical thinking. This feature of teacher competency involves the cognitive ability to identify and interpret the salient features of the students’ output in order to make informed decisions. This construct is illustrated using a context in which the prospective teachers are learning to interpret the students’ answers to linear and nonlinear problems (in order to recognize the students’ development of proportional reasoning). In this context, when prospective teachers use increasingly more explicit mathematics elements and features of the development of mathematical understanding to describe and interpret the students’ mathematical thinking is considered as evidence of the development of professional awareness.
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spelling Professional Noticing: A Component of the Mathematics Teacher’s Professional PracticeArticlesIn this paper, I characterize the notion of «teaching competency» as being able to use knowledge in a pertinent way to carry out mathematics teaching tasks. One aspect of teaching competency is the teacher’s «professional noticing» of students’ mathematical thinking. This feature of teacher competency involves the cognitive ability to identify and interpret the salient features of the students’ output in order to make informed decisions. This construct is illustrated using a context in which the prospective teachers are learning to interpret the students’ answers to linear and nonlinear problems (in order to recognize the students’ development of proportional reasoning). In this context, when prospective teachers use increasingly more explicit mathematics elements and features of the development of mathematical understanding to describe and interpret the students’ mathematical thinking is considered as evidence of the development of professional awareness.Instituto de Educação da Universidade de Lisboa (Lisboa, Portugal)2013-12-19T00:00:00Zinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/articlehttps://doi.org/10.25749/sis.3707eng2182-96402182-8474Llinares, Salvadorinfo:eu-repo/semantics/openAccessreponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãoinstacron:RCAAP2022-09-30T08:15:36Zoai:ojs.revistas.rcaap.pt:article/3707Portal AgregadorONGhttps://www.rcaap.pt/oai/openaireopendoar:71602024-03-19T15:58:48.832206Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãofalse
dc.title.none.fl_str_mv Professional Noticing: A Component of the Mathematics Teacher’s Professional Practice
title Professional Noticing: A Component of the Mathematics Teacher’s Professional Practice
spellingShingle Professional Noticing: A Component of the Mathematics Teacher’s Professional Practice
Llinares, Salvador
Articles
title_short Professional Noticing: A Component of the Mathematics Teacher’s Professional Practice
title_full Professional Noticing: A Component of the Mathematics Teacher’s Professional Practice
title_fullStr Professional Noticing: A Component of the Mathematics Teacher’s Professional Practice
title_full_unstemmed Professional Noticing: A Component of the Mathematics Teacher’s Professional Practice
title_sort Professional Noticing: A Component of the Mathematics Teacher’s Professional Practice
author Llinares, Salvador
author_facet Llinares, Salvador
author_role author
dc.contributor.author.fl_str_mv Llinares, Salvador
dc.subject.por.fl_str_mv Articles
topic Articles
description In this paper, I characterize the notion of «teaching competency» as being able to use knowledge in a pertinent way to carry out mathematics teaching tasks. One aspect of teaching competency is the teacher’s «professional noticing» of students’ mathematical thinking. This feature of teacher competency involves the cognitive ability to identify and interpret the salient features of the students’ output in order to make informed decisions. This construct is illustrated using a context in which the prospective teachers are learning to interpret the students’ answers to linear and nonlinear problems (in order to recognize the students’ development of proportional reasoning). In this context, when prospective teachers use increasingly more explicit mathematics elements and features of the development of mathematical understanding to describe and interpret the students’ mathematical thinking is considered as evidence of the development of professional awareness.
publishDate 2013
dc.date.none.fl_str_mv 2013-12-19T00:00:00Z
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status_str publishedVersion
dc.identifier.uri.fl_str_mv https://doi.org/10.25749/sis.3707
url https://doi.org/10.25749/sis.3707
dc.language.iso.fl_str_mv eng
language eng
dc.relation.none.fl_str_mv 2182-9640
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dc.publisher.none.fl_str_mv Instituto de Educação da Universidade de Lisboa (Lisboa, Portugal)
publisher.none.fl_str_mv Instituto de Educação da Universidade de Lisboa (Lisboa, Portugal)
dc.source.none.fl_str_mv reponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)
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repository.name.fl_str_mv Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação
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