Noticing students’ mathematical thinking: characterization, development and contexts
We summarize results obtained by the Didactics of Mathematics research group at the University of Alicante on the competence of professional noticing. The research focused on three issues over the last years: (i) characterizing how the skills that make up professional noticing interrelate; (ii) char...
| Autores: | , , , |
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| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2018 |
| País: | España |
| Institución: | Universidad de Sevilla (US) |
| Repositorio: | idUS. Depósito de Investigación de la Universidad de Sevilla |
| OAI Identifier: | oai:idus.us.es:11441/94774 |
| Acceso en línea: | https://hdl.handle.net/11441/94774 https://doi.org/10.35763/aiem.v0i13.229 |
| Access Level: | acceso abierto |
| Palabra clave: | Professional noticing Skills Development Teacher learning Mirar profesionalmente Destrezas Desarrollo Aprendizaje del profesor |
| Sumario: | We summarize results obtained by the Didactics of Mathematics research group at the University of Alicante on the competence of professional noticing. The research focused on three issues over the last years: (i) characterizing how the skills that make up professional noticing interrelate; (ii) characterizing different degrees of competence development; and (iii) identifying contexts that support this competence development. Main results are described along with future challenges. |
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