Scholarlink

<p>In this theoretical article, we propose a conceptualisation of noticing, drawing on our enactivist perspective, which takes account of what is now known about human cognition, and from which we draw out implications for how noticing develops. We review past work on mathematics teacher noticing and note the dominance of a paradigm of taking noticing to comprise: attending, interpreting, and deciding. We argue this framework draws from a computing model of mind, which is outdated. We use a vignette, from a lesson and stimulated recall interview, to elaborate an alternative. We suggest that noticing is: embodied; layered; mutual; and meta. We then further exemplify these characteristics by showing how they can be used to analyse a vignette from a teacher discussion of a video recording (of the first vignette). From these ideas, we then consider how it is possible to educate teacher noticing, and how it can develop through a focus on critical events.</p>

错误：搜索内容不能为空，请输入英文关键词
错误：关键词超出字数限制，请精简
高级检索

Re-conceptualising mathematics teacher noticing through critical events from an enactivist perspective

  • 期刊论文

  • 发表日期：

    2025年2月1日

查看全文
  • Alf Coles,
  • Tracy Helliwell

摘要

In this theoretical article, we propose a conceptualisation of noticing, drawing on our enactivist perspective, which takes account of what is now known about human cognition, and from which we draw out implications for how noticing develops. We review past work on mathematics teacher noticing and note the dominance of a paradigm of taking noticing to comprise: attending, interpreting, and deciding. We argue this framework draws from a computing model of mind, which is outdated. We use a vignette, from a lesson and stimulated recall interview, to elaborate an alternative. We suggest that noticing is: embodied; layered; mutual; and meta. We then further exemplify these characteristics by showing how they can be used to analyse a vignette from a teacher discussion of a video recording (of the first vignette). From these ideas, we then consider how it is possible to educate teacher noticing, and how it can develop through a focus on critical events.