Please use this identifier to cite or link to this item: https://hdl.handle.net/20.500.11779/440
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dc.contributor.authorTaylan, Rukiye Didem-
dc.date.accessioned2019-02-21T20:19:32Z
dc.date.available2019-02-21T20:19:32Z
dc.date.issued2017-
dc.identifier.citationTaylan, R. D. (2017). Characterizing a highly accomplished teacher’s noticing of third- grade students’ mathematical thinking. Journal of Mathematics Teacher Education, 20(3), 259-280., Doi: 10.1007/s10857-015-9326-7en_US
dc.identifier.issn1386-4416-
dc.identifier.issn1573-1820-
dc.identifier.urihttp://dx.doi.org/10.1007/s10857-015-9326-7-
dc.identifier.urihttps://hdl.handle.net/20.500.11779/440-
dc.description.abstractThis study investigated a highly accomplished third-grade teacher’s noticing of students’ mathematical thinking as she taught multiplication and division. Through an innovative method, which allowed for documenting in-the-moment teacher noticing, the author was able to explore teacher noticing and reflective practices in the context of classroom teaching as opposed to professional development environments. Noticing was conceptualized as both attending to different elements of classroom instruction and making sense of classroom events. The teacher paid most attention to student thinking and was able to offer a variety of rich interpretations of student thinking which were presented in an emergent framework. The results also indicated how the teacher’s noticing might influence her instructional decisions. Implications for both research methods in studying noticing and teacher learning and practices are discussed.en_US
dc.language.isoenen_US
dc.publisherSpringeren_US
dc.relation.ispartofJournal of Mathematics Teacher Educationen_US
dc.rightsinfo:eu-repo/semantics/closedAccessen_US
dc.subjectInterpretation of student understandingen_US
dc.subjectIn-the-moment noticing of a teacheren_US
dc.subjectAttending to student thinkingen_US
dc.subjectTeacher noticing of children’s mathematical thinkingen_US
dc.subjectA highly accomplished teacheren_US
dc.titleCharacterizing a Highly Accomplished Teacher’s Noticing of Third-Grade Students’ Mathematical Thinkingen_US
dc.typeArticleen_US
dc.identifier.doi10.1007/s10857-015-9326-7-
dc.identifier.scopus2-s2.0-84944698927en_US
dc.authoridRukiye Didem Taylan / 0000-0002-3851-5662-
dc.identifier.wosqualityQ3-
dc.description.WoSDocumentTypeArticle
dc.description.WoSInternationalCollaborationUluslararası işbirliği ile yapılmayan - HAYIRen_US
dc.description.WoSPublishedMonthHaziranen_US
dc.description.WoSIndexDate2017en_US
dc.description.WoSYOKperiodYÖK - 2016-17en_US
dc.identifier.scopusqualityQ1-
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanıen_US
dc.identifier.endpage280en_US
dc.identifier.startpage259en_US
dc.identifier.issue3en_US
dc.identifier.volume20en_US
dc.departmentEğitim Fakültesi, İlköğretim Matematik Öğretmenliği Bölümüen_US
dc.identifier.wosWOS:000400076400004en_US
dc.institutionauthorTaylan, Rukiye Didem-
item.grantfulltextembargo_20890214-
item.fulltextWith Fulltext-
item.languageiso639-1en-
item.openairetypeArticle-
item.openairecristypehttp://purl.org/coar/resource_type/c_18cf-
item.cerifentitytypePublications-
crisitem.author.dept04.02. Department of Psychology-
Appears in Collections:İlköğretim Matematik Öğretmenliği Koleksiyonu
Scopus İndeksli Yayınlar Koleksiyonu / Scopus Indexed Publications Collection
WoS İndeksli Yayınlar Koleksiyonu / WoS Indexed Publications Collection
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