MATHEMATICS TEACHING GUIDE
CONTENTS SECTION I INTRODUCTION 1 SITUATING THE STUDY OF TEACHER NOTICING SECTION II FOUNDATIONS OF TEACHER NOTICING 2 ON NOTICING TEACHER NOTICING 3 NOTICING: ROOTS AND BRANCHES 4 SITUATION AWARENESS IN TEACHING: WHAT EDUCATORS CAN LEARN FROM VIDEO-BASED RESEARCH IN OTHER FIELDS 5 REFLECTIONS ON THE STUDY OF TEACHER NOTICING 6 ACCESSING MATHEMATICS TEACHERS’ IN-THE-MOMENT NOTICING SECTION III STUDIES OF MATHEMATICS TEACHER NOTICING 7 DECIDING HOW TO RESPOND ON THE BASIS OF CHILDREN’S UNDERSTANDINGS 8 USING VIDEO TO IMPROVE PRESERVICE MATHEMATICS TEACHERS’ ABILITIES TO ATTEND TO CLASSROOM FEATURES: 9 A FRAMEWORK FOR LEARNING TO NOTICE STUDENT THINKING 10 FROM TEACHER NOTICING TO A FRAMEWORK FOR ANALYZING AND IMPROVING CLASSROOM LESSONS 11 USING CLASSROOM ARTIFACTS TO FOCUS TEACHERS’ NOTICING: AFFORDANCES AND OPPORTUNITIES 12 NOTICING LEADERS’ THINKING ABOUT VIDEOCASES OF TEACHERS ENGAGED IN MATHEMATICS TASKS IN PROFESSIONAL DEVELOPMENT 13 EXAMINING THE BEHAVIOR OF OPERATIONS: NOTICING EARLY ALGEBRAIC IDEAS SECTION IV CONCLUSION 14 NOTICING MATTERS A LOT NOW WHAT?