"Has been a lifesaver so many times!"
- Catherine Rampell, student @ University of Washington
"Exactly the help I needed."
- Jennifer Hawes, student @ San Jose State
"The best place for brainstorming ideas."
- Michael Majchrowicz, student @ University of Kentucky
3 things I learned are:
1. Attending involves noting aspects of a mathematical moment as a way to gather meaningful evidence.
2. Interpreting involves coordinating the observed actions with what is known about mathematical development in a particular area.
3. Deciding refers to conceiving an effective tactic drawn from the interpretation of a child’s mathematical thinking.
2 things I found interesting are:
1. We have presented professional noticing as a responsive teaching practice that occurs swiftly in conjunction with a child’s mathematical activity.
2. On the basis of a single problem, we do not expect a teacher to construct a complete picture of the child’s understandings, [but rather] are interested in the extent to which the teacher’s reasoning is consistent with both the details of the specific child’s strategies and the research on children’s mathematical development.
1 question I still have after reading is:
Does this technique ever fail?
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Formal sciences, Mathematics, Interpretation
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