1,720,956 research outputs found
Mathematics Teacher Noticing & Opportunities To Notice Student Thinking
No full textEvery teacher has at some point taught their first lesson, but what did they notice in that experience? Research has shown that it is important to notice and use student mathematical thinking in the classroom, but pre-service teachers (PSTs) have difficulty in doing so (Levin, Hammer, & Coffey, 2009; Simpson & Haltiwanger, 2017). While much research has focused on teachers’ noticing of student mathematical thinking, I have identified the additional need of promoting opportunities to notice. The connections between opportunities to notice and teacher noticing needs to be researched.
The goal of this qualitative case study of four secondary mathematics PSTs is to better understand (a) opportunities to notice student mathematical thinking from classroom interactions, (b) how PSTs notice student mathematical thinking during their teaching experiences prior to student teaching, and (c) relations between the two. The PSTs participating in the study were enrolled in a methods course designed to help PSTs notice student mathematical thinking through activities intended to promote purposeful noticing of student mathematical thinking while they were teaching. Twelve of their lessons were video-recorded (three from each PST), and 12 post-lesson interviews were conducted. In this presentation, I will further describe the study and share information about the data analysis process. In addition, I will share my initial findings
Expanding teacher noticing: Opportunities to notice
No full textPresentation Location: Warming House, Olivet Nazarene University
Abstract
The goal of this qualitative case study was to investigate the opportunities to notice student mathematical thinking (SMT) in the lessons of four secondary preservice teachers’ (PST). Many researchers have examined teacher noticing, but in this study, we studied the opportunities to notice SMT irrespective of the PSTs’ noticing. In this article, we conceptualize opportunities to notice SMT and the process we used to identify them. We present data of opportunities to notice from three lessons for each PST (12 total). We also offer additional information that may explain differences in the quantity of opportunities to notice between lessons and between PSTs. We further describe who prompted the opportunities to notice SMT and how they prompted them. PSTs’ lessons contained an average of three opportunities to notice SMT per lesson
The Role Of Knowledge And Noticing In Teacher Decision Making
No full textIn this study, we examined the role that teacher knowledge and noticing played in the decision-making process of two in-service mathematics teachers. Differences between the two teachers and implications for the field will be presented
Teaching Tough (Math) Topics (T^3): Survey of High School Teachers
No full textThe goal of this survey was to investigate which Algebra I, Geometry, and Algebra II, topics practicing secondary mathematics teachers found to be the most difficult to teach. A survey was created and sent to high school teachers within a 60-mile radius of Olivet. The research team described and categorized the responses
Going Beyond Counting First Authors in Author Co-citation Analysis
Get PDFThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
Variations on the Author
Get PDF“Variations on the Author” discusses two of Eduardo Coutinho’s recent films (Um Dia na Vida, from 2010, and Últimas Conversas, posthumously released in 2015) and their contribution to the general question of documentary authorship. The director’s filmography is characterized by a consistent yet self-effacing form of authorial self-inscription: Coutinho often features as an interviewer that rather than express opinions propels discourses; an interviewer that is good at listening. This mode of self-inscription characterizes him as an author who is not expressive but who is nonetheless markedly present on the screen. In Um Dia na Vida, however, Coutinho is completely absent form the image, while Últimas Conversas, on the contrary, includes a confessional prologue that moves the director from the margins to the center of his films. This article examines the ways in which these works stand out in the filmography of a director who offers new insights into the notion of cinematic authorship
Appropriate Similarity Measures for Author Cocitation Analysis
Get PDFWe provide a number of new insights into the methodological discussion about author cocitation analysis. We first argue that the use of the Pearson correlation for measuring the similarity between authors’ cocitation profiles is not very satisfactory. We then discuss what kind of similarity measures may be used as an alternative to the Pearson correlation. We consider three similarity measures in particular. One is the well-known cosine. The other two similarity measures have not been used before in the bibliometric literature. Finally, we show by means of an example that our findings have a high practical relevance.information science;Pearson correlation;cosine;similarity measure;author cocitation analysis
Dispelling the Myths Behind First-author Citation Counts
Get PDFWe conducted a full-scale evaluative citation analysis study of scholars in the XML research field to explore just how different from each other author rankings resulting from different citation counting methods actually are, and to demonstrate the capability of emerging data and tools on the Web in supporting more realistic citation counting methods. Our results contest some common arguments for the continued
use of first-author citation counts in the evaluation of scholars, such as high correlations between author rankings by first-author citation counts and other citation
counting methods, and high costs of using more realistic citation counting methods that are not well-supported by the ISI databases. It is argued that increasingly available digital full text research papers make it possible for citation analysis studies to go beyond what the ISI databases have directly supported and to employ more
sophisticated methods
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