Lifting Noticing: Critical Events That Mathematics Teacher Educators Notice during Coaching Cycles

Artigo2025

Julie M. Amador ORCID; Ryan Gillespie ORCID; Jennifer Kruger ORCID; Adam Hanan; Jeffrey Choppin ORCID; Kenley Ritter ORCID

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Resumo

Building on research on teacher noticing, the goal of this study was to understand what and how mathematics teacher educators notice critical events and how they make connections to consider the characteristics of distinguished coach noticing, meaning the noticing we would hope those coaching would attain to support teachers. We interviewed 29 mathematics teacher educators in two different experience groups and asked them to respond to vignettes of coach--teacher interactions. We modified an existing analytic framework from teacher noticing research for the coaching context, deeming it the Mathematics Teacher Educator Noticing Framework. Results (a) provide characteristics of distinguished noticing for WHAT mathematics teacher educators notice, with a focus on noticing as related to critical events and (b) describe characteristics of distinguished noticing for HOW mathematics educators notice, with a focus on connecting critical events and principles of learning and/or coaching along with principles in distinguished noticing involving coaching discourse. We describe the differences between two different coach populations--mentor coaches and participant coaches. The findings describe what constitutes critical events for mathematics teacher educator noticing and describe distinguished noticing by illuminating the connections made between critical events (what is noticed) and connections between critical events and principles of teaching and learning (how noticing occurs). Further, findings revealed differing quantities of relationships between teacher thinking and/or coaching actions, suggesting variability in how distinguished mathematics teacher educator noticing occurs.

Dados da obra

Tipo: Artigo
Periódico: Journal of Mathematics Teacher Education, v. 28, n. 5, p. 1105-1134
Editora: Springer Science+Business Media
Ano: 2025 (2025-03-11)
Idioma: en
Palavras-chave: Mathematics Teachers; Teacher Educators; Coaching (Performance); Observation; Educational Principles; Mentors; Experience; teacher noticing; mathematics teacher educators; coaching cycle; critical events
DOI: 10.1007/s10857-025-09683-5
ISSN: 1386-4416, 1573-1820
Licença: cc-by-nc-nd
Acesso: Acesso aberto
Fontes: ERIC — Education Resources Information Center; OpenAlex
Na Biblioteca desde: 27/09/2026 · verificada em 27/09/2026

Como citar

ABNT
AMADOR, Julie M. et al.. Lifting Noticing: Critical Events That Mathematics Teacher Educators Notice during Coaching Cycles. Journal of Mathematics Teacher Education, v. 28, n. 5, p. 1105-1134, 2025. DOI: https://doi.org/10.1007/s10857-025-09683-5.

APA

Amador, J. M., Gillespie, R., Kruger, J., Hanan, A., Choppin, J., & Ritter, K. (2025). Lifting Noticing: Critical Events That Mathematics Teacher Educators Notice during Coaching Cycles. Journal of Mathematics Teacher Education, 28(5), 1105-1134. https://doi.org/10.1007/s10857-025-09683-5

BibTeX

@article{amador2025,
  author = {Amador, Julie M. and Gillespie, Ryan and Kruger, Jennifer and Hanan, Adam and Choppin, Jeffrey and Ritter, Kenley},
  title = {Lifting Noticing: Critical Events That Mathematics Teacher Educators Notice during Coaching Cycles},
  year = {2025},
  journal = {Journal of Mathematics Teacher Education},
  volume = {28},
  number = {5},
  pages = {1105-1134},
  publisher = {Springer Science+Business Media},
  doi = {10.1007/s10857-025-09683-5},
  language = {en}
}

RIS

TY  - JOUR
AU  - Amador, Julie M.
AU  - Gillespie, Ryan
AU  - Kruger, Jennifer
AU  - Hanan, Adam
AU  - Choppin, Jeffrey
AU  - Ritter, Kenley
TI  - Lifting Noticing: Critical Events That Mathematics Teacher Educators Notice during Coaching Cycles
PY  - 2025
JO  - Journal of Mathematics Teacher Education
VL  - 28
IS  - 5
SP  - 1105
EP  - 1134
DO  - 10.1007/s10857-025-09683-5
LA  - en
ER  -

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