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Snapshots of teacher noticing in a primary mathematics classroom
Author
Tan, Kim Keat
Supervisor
Choy, Ban Heng
Dindyal, Jaguthsing
Abstract
Teachers make classroom decisions all the time based on availability of information. The information available would depend on what they see in the classroom. This ability to see in this context is teacher noticing described by the three processes such as attending to, interpreting and deciding to respond to pupils’ thinking. Hence, this study seeks to identify what and why a mathematics teacher notices when delivering lessons of a specific mathematics topic. The significance of this study lies in the provision of snapshot of teacher noticing and uncovering of critical areas in noticing.
The study adopted a case study methodology with the participation of an experienced Primary 5 mathematics teacher on his perceptions of what he had noticed and why so during his lessons on multiplication of a mixed number by a whole number. Three consecutive one-hour lessons were recorded on videos. Interviews were conducted before and after the lessons. Follow-up interviews were conducted to clarify certain emerging issues. Pupils’ group work artifacts were collected to provide data that supported the findings.
Data collected were examined using a framework with three connected focal points: concept, confusion of pupils and course of action by teacher (Choy, 2015). The findings were grouped according to four themes: a) Pedagogical considerations, b) Mathematical content, c) Checks and errors, and d) Presentation of answers and steps. The four dimensions used to explain why the teacher noticed in a certain manner were beliefs, goals, knowledge and experience. The findings showed that beliefs, goals and experience influenced what the teacher noticed. Possible implications may include the improvement of teachers’ pedagogical skills and pupils’ learning.
The study adopted a case study methodology with the participation of an experienced Primary 5 mathematics teacher on his perceptions of what he had noticed and why so during his lessons on multiplication of a mixed number by a whole number. Three consecutive one-hour lessons were recorded on videos. Interviews were conducted before and after the lessons. Follow-up interviews were conducted to clarify certain emerging issues. Pupils’ group work artifacts were collected to provide data that supported the findings.
Data collected were examined using a framework with three connected focal points: concept, confusion of pupils and course of action by teacher (Choy, 2015). The findings were grouped according to four themes: a) Pedagogical considerations, b) Mathematical content, c) Checks and errors, and d) Presentation of answers and steps. The four dimensions used to explain why the teacher noticed in a certain manner were beliefs, goals, knowledge and experience. The findings showed that beliefs, goals and experience influenced what the teacher noticed. Possible implications may include the improvement of teachers’ pedagogical skills and pupils’ learning.
Date Issued
2019
Call Number
QA135.6 Tan