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Title Bilingual teachers reflecting on mathematics teaching : what they notice about engaging children in problem solving
URL
Publication Date
Date Accessioned
Degree PhD
Discipline/Department Mathematics Education
Degree Level doctoral
University/Publisher University of Texas – Austin
Abstract Teachers are being asked to engage in ambitious mathematics teaching in order to reform children's mathematics learning, and it has proven to be challenging. Unraveling the challenges requires understanding the in-the-moment decisions that teachers make while teaching mathematics. The focus of this study is to understand teacher noticing, the ways in which teachers identify, reason about and make decisions in the situations that occur when engaging English language learners in problem solving. Specifically, I used the construct of professional noticing of children's mathematical thinking (Jacobs, Lamb, & Philipp, 2010) to investigate what three bilingual teachers notice as they participate in a teacher study group to analyze and reflect on their experiences in weekly problem solving small groups. What teachers noticed reflected attention to situations in which they struggled to understand children's mathematical thinking and attempts to direct students towards correct problem solving. Teachers' decisions and struggles in engaging children in problem solving also revealed a focus on the role of preparing English language learners be successful for standardized testing. However, looking at student's work in the teacher study group began to help teachers focus on children's mathematical thinking. Implications on continued understanding of teacher noticing, effective mathematics professional development and developing understanding of mathematics teaching to English Language learners are discussed.
Subjects/Keywords Mathematics; Problem solving; Noticing; Bilingual; English learners
Contributors Empson, Susan B. (advisor)
Language en
Country of Publication us
Record ID handle:2152/21665
Repository texas
Date Retrieved
Date Indexed 2019-09-12
Grantor The University of Texas at Austin
Note [] text; [department] Science and Mathematics Education;

Sample Search Hits | Sample Images

…Thinking .........................7 Professional Development that Focuses on Engaging Children in Problem Solving ...................................................................................................7 Teacher Study Group, Artifacts of…

…14   Characteristics of Noticing ...........................................................................15   Relevance of Noticing to Engaging Children in Problem Solving ...............21   Example of Anita’s Problem Solving – What do you…

…35 Summary ..............................................................................................36 Teacher Noticing and Engaging a Small Group of Children in Problem Solving

…Development Approach ...........................................................50 Teacher Study Groups..........................................................................50 Small Group Problem Solving Sessions…

…Teaching for English Language Acquisition ..115 x Negotiating what it means to Engage Children in Problem Solving ..........119 Teaching mathematics and Teaching for English Language Acquisition ..121 Recommendations and Conclusion…

…139 Appendix F3: Problem Solving Interview ..................................................142 Appendix F4: Student Post Interview .........................................................143 Appendix E: Translated Transcript, Ms. Quiroz…

…Interpreting Children’s Mathematical Understandings ....................70   Table 4.6: Teachers’ Evaluative Interpretations of Engaging Children in Problem Solving ...............................................................................72   Table…

…27   Figure 2.2 : Anita using fingers to count ..............................................................27   Figure 2.3: Noticing while Engaging In Problem Solving .................................38   Figure 4.2: Yolanda’s Strategy…

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