Abstract
This study explores secondary in-service mathematics teachers’ professional noticing of student work on a statistical task involving informally placing a line of best fit. The manuscript describes how teachers interpreted student work on the line of best fit task, how teachers responded to the student work, and associations between their interpretations and consequential responses. Findings related to teachers’ interpretations of student work revealed that teachers were often evaluative and tended to describe both students’ processes and underlying understanding, although the descriptions of understanding were frequently unsupported by the work. Teachers’ responses to students were typically open-ended but infrequently showed promise of moving student thinking forward to the task’s learning objective. Focusing on both affordances and deficits when interpreting a student’s work and drawing on student thinking when responding are two characteristics that often accompanied strong teacher responses. Results suggest it is important to provide opportunities for teachers to develop their statistical knowledge for teaching topics like line of best fit, which have received increased emphasis in current academic school standards.
| Original language | English (US) |
|---|---|
| Pages (from-to) | 10-27 |
| Number of pages | 18 |
| Journal | Investigations in Mathematics Learning |
| Volume | 12 |
| Issue number | 1 |
| DOIs | |
| State | Published - Jan 2 2020 |
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All Science Journal Classification (ASJC) codes
- Education
- Mathematics(all)
Cite this
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Professional noticing on a statistical task. / Nagle, Courtney; Casey, Stephanie; Carney, Michele.
In: Investigations in Mathematics Learning, Vol. 12, No. 1, 02.01.2020, p. 10-27.Research output: Contribution to journal › Article
TY - JOUR
T1 - Professional noticing on a statistical task
AU - Nagle, Courtney
AU - Casey, Stephanie
AU - Carney, Michele
PY - 2020/1/2
Y1 - 2020/1/2
N2 - This study explores secondary in-service mathematics teachers’ professional noticing of student work on a statistical task involving informally placing a line of best fit. The manuscript describes how teachers interpreted student work on the line of best fit task, how teachers responded to the student work, and associations between their interpretations and consequential responses. Findings related to teachers’ interpretations of student work revealed that teachers were often evaluative and tended to describe both students’ processes and underlying understanding, although the descriptions of understanding were frequently unsupported by the work. Teachers’ responses to students were typically open-ended but infrequently showed promise of moving student thinking forward to the task’s learning objective. Focusing on both affordances and deficits when interpreting a student’s work and drawing on student thinking when responding are two characteristics that often accompanied strong teacher responses. Results suggest it is important to provide opportunities for teachers to develop their statistical knowledge for teaching topics like line of best fit, which have received increased emphasis in current academic school standards.
AB - This study explores secondary in-service mathematics teachers’ professional noticing of student work on a statistical task involving informally placing a line of best fit. The manuscript describes how teachers interpreted student work on the line of best fit task, how teachers responded to the student work, and associations between their interpretations and consequential responses. Findings related to teachers’ interpretations of student work revealed that teachers were often evaluative and tended to describe both students’ processes and underlying understanding, although the descriptions of understanding were frequently unsupported by the work. Teachers’ responses to students were typically open-ended but infrequently showed promise of moving student thinking forward to the task’s learning objective. Focusing on both affordances and deficits when interpreting a student’s work and drawing on student thinking when responding are two characteristics that often accompanied strong teacher responses. Results suggest it is important to provide opportunities for teachers to develop their statistical knowledge for teaching topics like line of best fit, which have received increased emphasis in current academic school standards.
UR - http://www.scopus.com/inward/record.url?scp=85071309269&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=85071309269&partnerID=8YFLogxK
U2 - 10.1080/19477503.2018.1534539
DO - 10.1080/19477503.2018.1534539
M3 - Article
AN - SCOPUS:85071309269
VL - 12
SP - 10
EP - 27
JO - Investigations in Mathematics Learning
JF - Investigations in Mathematics Learning
SN - 1947-7503
IS - 1
ER -