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Re-Conceptualising Mathematics Teacher Noticing through Critical Events from an Enactivist Perspective

Artigo2025

Alf Coles ORCID; Tracy Helliwell ORCID

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Resumo

In this theoretical article, we propose a conceptualisation of noticing, drawing on our enactivist perspective, which takes account of what is now known about human cognition, and from which we draw out implications for how noticing develops. We review past work on mathematics teacher noticing and note the dominance of a paradigm of taking noticing to comprise: attending, interpreting, and deciding. We argue this framework draws from a computing model of mind, which is outdated. We use a vignette, from a lesson and stimulated recall interview, to elaborate an alternative. We suggest that noticing is: embodied; layered; mutual; and meta. We then further exemplify these characteristics by showing how they can be used to analyse a vignette from a teacher discussion of a video recording (of the first vignette). From these ideas, we then consider how it is possible to educate teacher noticing, and how it can develop through a focus on critical events.

Dados da obra

Tipo
Artigo
Periódico
Journal of Mathematics Teacher Education, v. 28, n. 5, p. 1033-1055
Editora
Springer Science+Business Media
Ano
2025 (2025-02-01)
Idioma
en
Palavras-chave
Mathematics Teachers; Observation; Attention; Mathematics Instruction; Teaching Methods; Decision Making; Vignettes; Teacher Education; Faculty Development; enactivism; critical events; embodied cognition; teacher learning; video vignettes; stimulated recall
Temas
Formação de Professores de Matemática
DOI
10.1007/s10857-024-09676-w
ISSN
1386-4416, 1573-1820
Licença
cc-by
Acesso
Acesso aberto
Fontes
ERIC — Education Resources Information Center; OpenAlex
Na Biblioteca desde
01/10/2026 · verificada em 03/10/2026

Como citar

ABNT
COLES, Alf; HELLIWELL, Tracy. Re-Conceptualising Mathematics Teacher Noticing through Critical Events from an Enactivist Perspective. Journal of Mathematics Teacher Education, v. 28, n. 5, p. 1033-1055, 2025. DOI: https://doi.org/10.1007/s10857-024-09676-w.

APA

Coles, A., & Helliwell, T. (2025). Re-Conceptualising Mathematics Teacher Noticing through Critical Events from an Enactivist Perspective. Journal of Mathematics Teacher Education, 28(5), 1033-1055. https://doi.org/10.1007/s10857-024-09676-w

BibTeX
@article{coles2025,
  author = {Coles, Alf and Helliwell, Tracy},
  title = {Re-Conceptualising Mathematics Teacher Noticing through Critical Events from an Enactivist Perspective},
  year = {2025},
  journal = {Journal of Mathematics Teacher Education},
  volume = {28},
  number = {5},
  pages = {1033-1055},
  publisher = {Springer Science+Business Media},
  doi = {10.1007/s10857-024-09676-w},
  language = {en}
}
RIS
TY  - JOUR
AU  - Coles, Alf
AU  - Helliwell, Tracy
TI  - Re-Conceptualising Mathematics Teacher Noticing through Critical Events from an Enactivist Perspective
PY  - 2025
JO  - Journal of Mathematics Teacher Education
VL  - 28
IS  - 5
SP  - 1033
EP  - 1055
DO  - 10.1007/s10857-024-09676-w
LA  - en
ER  -

Referência gerada automaticamente a partir dos metadados das fontes; confira com o documento original. Baixar BibTeX · Baixar RIS

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