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Teacher Noticing and Growth Indicators for Mathematical Development : Accepted for PME37, late July to early August, 2013

Research output: Chapter in Book/Report/Conference proceedingConference contribution

Original languageEnglish
Title of host publicationProceedings of the International Group for the Psychology of Mathematics Education
Publication dateJul 2013
Number of pages8
StateIn press

Conference

Conference37th meeting of the International Group for the Psychology of Mathematics Education
CountryGermany
CityKiel
Period29/07/132/08/13

Abstract

This report is based on data gathered as part of a UK project looking into tackling underachievement in primary mathematics through a focus on creativity. We initially analyse, within the framework of noticing (Mason, 2002), if in the discussions of in-service primary school teachers on the project, there is evidence of the shifts in teachers’ noticing, proposed by Jacobs, Lamb, and Philipp (2010) as growth indicators. Results show evidence of these shifts. However, we go on to analyse the data further and find a significant shift that is not captured by Jacobs et al’s indicators. We conclude by arguing for a re-conceptualisation of the idea of growth indicators, towards a more cyclical sense of movement and development.

Event

37th meeting of the International Group for the Psychology of Mathematics Education

Duration29 Jul 20132 Aug 2013
CountryGermany
CityKiel

Event: Conference

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