Universität zu Köln

Yang, Xinrong ORCID: 0000-0003-3520-898X, König, Johannes ORCID: 0000-0003-3374-9408 and Kaiser, Gabriele ORCID: 0000-0002-6239-0169 (2021). Growth of professional noticing of mathematics teachers: a comparative study of Chinese teachers noticing with different teaching experiences. ZDM-Math. Educ., 53 (1). S. 29 - 43. Springer. ISSN 1863-9704

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Abstract

The last decade has witnessed increasing interest in the study of teacher noticing in mathematics education research; however, little is known about the growth of teacher noticing and how it is influenced by teaching practice. Departing from the expert-novice-paradigm, in this paper we address this research gap by a cross-sectional study that investigates how Chinese mathematics teachers' noticing is affected by their developmental stage, measured by the length of their teaching experience. The study included 152 pre-service teachers at the end of their initial teacher education, 162 early career teachers with one to five years' teaching experience, and 123 experienced mathematics teachers with more than 15 years' teaching experience, who participated in a video-based assessment of their noticing competency conceptualized by the sub-facets of perception, interpretation, and decision-making. Our findings indicate a nearly linear growth in teacher noticing among Chinese mathematics teachers, with significant differences identified between pre-service and experienced teachers and only small differences between pre-service and early career teachers. Analyses using the method of Differential Item Functioning (DIF) further suggest that pre-service and early career teachers demonstrated strengths in aspects more related to reform-oriented or Westernized approaches to mathematics teaching, such as working with open-ended tasks, identifying characteristics of cooperative learning, and mathematical modeling tasks. By contrast, experienced teachers demonstrated strengths in perceiving students' thinking, evaluating teachers' behavior, and analyzing students' mathematical thinking. Our findings further highlight that the three sub-facets of teacher noticing develop differently within the three participating groups of teachers. These findings suggest that teaching experience acts as one influential factor in the development of teacher noticing in the Chinese context.

Item Type:	Journal Article
Creators:	Creators Email ORCID ORCID Put Code Yang, Xinrong UNSPECIFIED orcid.org/0000-0003-3520-898X UNSPECIFIED König, Johannes johannes.koenig@uni-koeln.de orcid.org/0000-0003-3374-9408 UNSPECIFIED Kaiser, Gabriele UNSPECIFIED orcid.org/0000-0002-6239-0169 UNSPECIFIED
URN:	urn:nbn:de:hbz:38-584568
DOI:	10.1007/s11858-020-01217-y
Journal or Publication Title:	ZDM-Math. Educ.
Volume:	53
Number:	1
Page Range:	S. 29 - 43
Date:	2021
Publisher:	Springer
ISSN:	1863-9704
Language:	English
Faculty:	Faculty of Human Sciences
Divisions:	Weitere Institute, Arbeits- und Forschungsgruppen > Interdisziplinäres Zentrum für empirische LehrerInnen- und Unterrichtsforschung (IZeF)
Subjects:	Education
Uncontrolled Keywords:	Keywords Language Education & Educational Research Multiple languages
Refereed:	Yes
URI:	http://kups.ub.uni-koeln.de/id/eprint/58456