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READING ON THE GO AT UNION STATION LENDING LIBRARY
In the spring of 2015, The Union Station Redevelopment Corporation launched a […]
Victoria R. Jacobs
Randolph A. Philipp
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Across institutions, researchers in teacher education have begun focusing their attention on teacher noticing---that is where do teachers look, what do they see, and what sense do they make of it? This exciting collection explores issues related to teacher noticing in three main areas: The what, when, and how of teacher noticing; the development of mathematics teacher noticing over time; and effective methods for influencing teacher noticing. The first section presents theoretical perspectives on teacher noticing. Section two, in contrast, focuses specifically on studies of mathematics teachersa (TM) noticing. The third section of the book examines approaches for scaffolding mathematics teachersa (TM) noticing. Chapters in this section vividly illustrate varied research-based approaches for developing teachersa (TM) noticing abilities and offer a glimpse of where the field might be headed as a result.
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