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What Matters Most: A Comparison of Expert and Novice Teachers' Noticing of Mathematics Classroom Events
Author(s) -
Huang Rongjin,
Li Yeping
Publication year - 2012
Publication title -
school science and mathematics
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.135
H-Index - 2
eISSN - 1949-8594
pISSN - 0036-6803
DOI - 10.1111/j.1949-8594.2012.00161.x
Subject(s) - mathematics education , cognitively guided instruction , exploratory research , psychology , china , pedagogy , teaching method , sociology , anthropology , political science , law
In this study, we examined 10 expert and 10 novice teachers' noticing of classroom events in China. It was found that both expert and novice teachers, who were selected from two cities in China, highly attended to developing students' mathematics knowledge coherently and developing students' mathematical thinking and ability; they also paid attention to students' self‐exploratory learning, students' participation, and teachers' instructional skills. Furthermore, compared with novice teachers, expert teachers paid greater attention to developing mathematical and high‐order thinking, and developing mathematics knowledge coherently, but paid less attention to teachers' guidance. Moreover, we further illustrated the qualitative differences and similarities in their noticing of classroom events. Finally, we discussed the findings and relevant implications.