Noticing students’ mathematical thinking

characterization, development and contexts

Authors

  • Ceneida Fernández Universidad de Alicante
  • Gloria Sánchez-Matamoros Universidad de Sevilla
  • Julia Valls Universidad de Alicante
  • M. Luz Callejo Universidad de Alicante

DOI:

https://doi.org/10.35763/aiem.v0i13.229

Keywords:

Professional noticing, skills, development, teacher learning

Abstract

We summarize results obtained by the Didactics of Mathematics research group at the University of Alicante on the competence of professional noticing. The research focused on three issues over the last years: (i) characterizing how the skills that make up professional noticing interrelate; (ii) characterizing different degrees of competence development; and (iii) identifying contexts that support this competence development. Main results are described along with future challenges. 

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Published

2018-05-04

How to Cite

Fernández, C., Sánchez-Matamoros, G., Valls, J., & Callejo, M. L. (2018). Noticing students’ mathematical thinking: characterization, development and contexts. Advances of Research in Mathematics Education, (13), 39–61. https://doi.org/10.35763/aiem.v0i13.229

Issue

No. 13 (2018)

Section

Artículos

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