Professional Noticing: Learning to Teach Responsively
Article Properties
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DOI (url)
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Publication Date2015/11/01
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Indian UGC (journal)
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Citations6
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Jonathan Thomas
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Molly H. Fisher
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Cindy Jong
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Edna O. Schack
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Lisa R. Krause
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Sarah Kasten
Abstract
Cite
Thomas, Jonathan, et al. “Professional Noticing: Learning to Teach Responsively”. Mathematics Teaching in the Middle School, vol. 21, no. 4, 2015, pp. 238-43, https://doi.org/10.5951/mathteacmiddscho.21.4.0238.
Thomas, J., Fisher, M. H., Jong, C., Schack, E. O., Krause, L. R., & Kasten, S. (2015). Professional Noticing: Learning to Teach Responsively. Mathematics Teaching in the Middle School, 21(4), 238-243. https://doi.org/10.5951/mathteacmiddscho.21.4.0238
Thomas, Jonathan, Molly H. Fisher, Cindy Jong, Edna O. Schack, Lisa R. Krause, and Sarah Kasten. “Professional Noticing: Learning to Teach Responsively”. Mathematics Teaching in the Middle School 21, no. 4 (2015): 238-43. https://doi.org/10.5951/mathteacmiddscho.21.4.0238.
Thomas J, Fisher MH, Jong C, Schack EO, Krause LR, Kasten S. Professional Noticing: Learning to Teach Responsively. Mathematics Teaching in the Middle School. 2015;21(4):238-43.
Citations
| Title | Journal | Journal Categories | Citations | Publication Date |
|---|---|---|---|---|
How teaching experience and physics and mathematics content knowledge impact professional noticing skills of STEM graduate students | School Science and Mathematics |
| 2023 | |
| (Mis)alignment between noticing and instructional quality: the role of psychological and cognitive constructs | Journal of Mathematics Teacher Education |
| 9 | 2021 |
Pre-Service Primary School Teachers’ Knowledge and Their Interpretation of Students’ Answers to a Measurement Division Problem with Fractions | Mathematics |
| 1 | 2021 |
When Students Use Technology Tools, What Are You Noticing? | Mathematics Teacher: Learning and Teaching PK-12 | 2021 | ||
| When Students Use Technology Tools, What Are You Noticing? | Mathematics Teacher: Learning and Teaching PK-12 | 2021 |
Citations Analysis
| Category | Category Repetition |
|---|---|
| Education: Theory and practice of education | 3 |
| Science: Mathematics | 1 |
| Education | 1 |
| Social Sciences | 1 |
The category
Education: Theory and practice of education 3
is the most commonly referenced area in studies that cite this article. The first research to cite this article was titled Comparing preservice teachers’ professional noticing skills in elementary mathematics classrooms and was published in 2019. The most recent citation comes from a 2023 study titled How teaching experience and physics and mathematics content knowledge impact professional noticing skills of STEM graduate students. This article reached its peak citation in 2021, with 4 citations. It has been cited in 4 different journals, 25% of which are open access. Among related journals, the School Science and Mathematics cited this research the most, with 2 citations. The chart below illustrates the annual citation trends for this article.