Professional Noticing in the Context of Mathematical Modeling

Abstract

The purpose of this study is to examine how professional noticing evolves in the context of modeling and what is unique about the context of modeling for developing noticing. Eight middle and secondary school teachers participated in this one-semester long study and received three training sessions on professional noticing. The results support modeling as a desirable context for developing noticing. Teachers provided more substantial detail about the mathematical aspects of student strategies after participating in the training, and they benefited from conversations with colleagues scaffolded by the three phases of professional noticing: attending to, interpreting, and responding to student thinking. Teachers also identified some unique aspects of student thinking in the context of modeling, especially local conceptual development experienced by some students during the study.