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Toward More Student-Centered Instruction: The Advent Of Teacher Noticing And Responsiveness In Mathematics And Science Education Research, Benjamin K. Campbell

The William & Mary Educational Review

The topic of teacher noticing has been refined in the mathematics education literature over the last 15 years. Researchers who study noticing have established a complex definition of this process, which encompasses how a teach- er identifies, evaluates, and considers responding to a student’s classroom contribution. They have also developed a variety of techniques to measure a teacher’s capacity to engage in noticing and have documented how this capacity can change over time with certain interventions or experiences. Science education researchers have more recently begun studying noticing. Among other results, their efforts have yielded the concept of responsiveness to further …