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Journal articles on the topic 'Noticing'

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Author: Grafiati

Published: 4 June 2021

Last updated: 20 February 2023

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1

Rosaen, Cheryl L., Mary Lundeberg, Marjorie Cooper, Anny Fritzen, and Marjorie Terpstra. "Noticing Noticing." Journal of Teacher Education 59, no. 4 (July 7, 2008): 347–60. http://dx.doi.org/10.1177/0022487108322128.

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2

Lacina, Jan, and Robin Griffith. "Noticing." Reading Teacher 74, no. 4 (January 2021): 361–62. http://dx.doi.org/10.1002/trtr.1987.

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3

Witkin, S. L. "Noticing." Social Work 45, no. 2 (March 1, 2000): 101–4. http://dx.doi.org/10.1093/sw/45.2.101.

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4

Harris, Nigel G. E. "Noticing." Theory & Psychology 9, no. 2 (April 1999): 147–64. http://dx.doi.org/10.1177/095935439992003.

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5

Batstone, Rob. "Noticing." ELT Journal 50, no. 3 (July 1996): 273. http://dx.doi.org/10.1093/elt/50.3.273.

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6

Dossey, Larry. "Noticing." EXPLORE 4, no. 4 (July 2008): 225–27. http://dx.doi.org/10.1016/j.explore.2008.04.006.

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7

Alff, David. "Noticing Grass." Restoration: Studies in English Literary Culture, 1660-1700 45, no. 2 (2021): 29–35. http://dx.doi.org/10.1353/rst.2021.0007.

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8

Johnson, Judith E., Harriet Levin, Allison Joseph, Myra Shapiro, Linda Zisquit, Elizabeth Alexander, Stephanie Strickland, and Brenda Hillman. "Deep Noticing." Women's Review of Books 14, no. 10/11 (July 1997): 28. http://dx.doi.org/10.2307/4022722.

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9

Dann, Graham M. S. "Noticing notices." Annals of Tourism Research 30, no. 2 (April 2003): 465–84. http://dx.doi.org/10.1016/s0160-7383(02)00097-x.

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10

Kemp, Martin. "Noticing Nature." Nature 393, no. 6680 (May 1998): 25. http://dx.doi.org/10.1038/29897.

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11

Munson, Jen. "Noticing Aloud: Uncovering Mathematics Teacher Noticing in the Moment." Mathematics Teacher Educator 8, no. 2 (March 2020): 25–36. http://dx.doi.org/10.5951/mte-2019-0006.

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Understanding mathematics teacher noticing has been the focus of a growing body of research, in which student work and classroom videos are often used as artifacts for surfacing teachers’ cognitive processes. However, what teachers notice through reflecting on artifacts of teaching may not be parallel to what they notice in the complex and demanding environment of the classroom. This article used a new technique, side-by-side coaching, to uncover teacher noticing in the moment of instruction. There were 21 instances of noticing aloud during side by side coaching which were analyzed and classified, yielding 6 types of teacher noticing aloud, including instances in which teachers expressed confidence, struggle, and wonder. Implications for coaching and future research on teacher noticing are discussed.

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12

Siow Chin, Choo, Stefanie Pillai, and Siti Zaidah Zainuddin. "Recasts, prompts and noticing: A comparative study." Studies in English Language and Education 8, no. 2 (May 3, 2021): 416–41. http://dx.doi.org/10.24815/siele.v8i2.18546.

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Noticing has been regarded as an important theoretical construct in the mechanism of how corrective feedback (CF) facilitates second language acquisition. However, to date, only a paucity of CF research has examined noticing triggered by different types of CF (i.e., recasts vs. prompts). The study is intended to fill in the gap by examining the relationships between type of CF and level of noticing. To that end, 105 Malaysian ESL learners were asked to perform four communicative tasks during which recasts and prompts were provided contingent upon the encounter of past tense errors. To assess noticing, the study has employed a triangulated method using multiple elicitation procedures including diary writing, stimulated recall, and exit questionnaire. The results of the study revealed that both recasts and prompts were able to induce noticing the corrective intent, noticing the target of CF or form, noticing the gap, and noticing the rule. However, contrary to what was expected, recasts were able to promote higher levels of noticing across all noticing categories. Moreover, the greatest difference between recasts and prompts was found in noticing the gap. The study suggests that CF that provides exemplars of the target linguistic feature may promote higher levels of noticing the gap which may, in turn, increase the effectiveness of CF in L2 acquisition.

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13

Lobato, Joanne, Charles Hohensee, and Bohdan Rhodehamel. "Students' Mathematical Noticing." Journal for Research in Mathematics Education 44, no. 5 (November 2013): 809–50. http://dx.doi.org/10.5951/jresematheduc.44.5.0809.

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Even in simple mathematical situations, there is an array of different mathematical features that students can attend to or notice. What students notice mathematically has consequences for their subsequent reasoning. By adapting work from both cognitive science and applied linguistics anthropology, we present a focusing framework, which treats noticing as a complex phenomenon that is distributed across individual cognition, social interactions, material resources, and normed practices. Specifically, this research demonstrates that different centers of focus emerged in two middle grades mathematics classes addressing the same content goals, which, in turn, were related conceptually to differences in student reasoning on subsequent interview tasks. Furthermore, differences in the discourse practices, features of the mathematical tasks, and the nature of the mathematical activity in the two classrooms were related to the different mathematical features that students appeared to notice.

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14

Jones, Charles O. "Noticing Divided Government." Congress & the Presidency 19, no. 2 (September 1992): 193–95. http://dx.doi.org/10.1080/07343469209507900.

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15

Lees, A. J. "Noticing in neurology." Practical Neurology 19, no. 5 (April 4, 2019): 427–30. http://dx.doi.org/10.1136/practneurol-2018-002176.

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There are three classes of people: those who see, those who see when they are shown, those who do not seeLeonardo da VinciThe three cardinal qualities necessary for the ideal neurologist are observation, the ability to reason backwards inferentially and specialist knowledge. Modern medical technology has greatly increased the ability to diagnose and treat disease but it has also encouraged a benign variant of abulia, which is killing off the art and science of clinical reasoning. Intent gazing at the unfamiliar with old eyes or a long look at the familiar with new eyes offers the neurologist an opportunity to discover hitherto unnoticed diagnostic signs far beyond the resolution of the brain scanner and even the light microscope. While there may be nothing new under the sun, there are plenty of old things that no one has observed, which have the potential to greatly improve clinical practice.

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16

Macrae, C. Neil, Jason P. Mitchell, Diana L. McNamara, Marius Golubickis, Konstantina Andreou, Sarah Møller, Katrin Peytcheva, Johanna K. Falben, and Brittany M. Christian. "Noticing Future Me." Personality and Social Psychology Bulletin 42, no. 7 (May 4, 2016): 855–63. http://dx.doi.org/10.1177/0146167216644961.

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17

Vázquez Carranza, Ariel. "Remembering and noticing." Spanish in Context 13, no. 2 (September 2, 2016): 212–36. http://dx.doi.org/10.1075/sic.13.2.03vaz.

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The present investigation uses the methodology of Conversation Analysis to study the particle ah in Mexican Spanish interactions. It looks at ah as a change-of-state token in remembering and noticing sequences. Similar to previous studies (e.g., Edwards and Middleton 1986; Goodwin 1987; and Drew 1989), this investigation aims to show how cognitive processes are socially organised in interaction. Three types of remembering sequences are identified and described: assisted, metacognitive, and spontaneous remembering. It is suggested that in these type of sequences, ah marks the end of the cognitive process which is completed either with external help or with metacognitive strategies. In noticing formulations, ah marks the realisation of something, it prefaces a noticing formulation which may work as a topic initiator or it may initiate the closing of a sequence. A noticing formulation may also work as an account of action.

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18

Traister, Daniel. "Noticing Howard Fast." Prospects 20 (October 1995): 525–41. http://dx.doi.org/10.1017/s0361233300006219.

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In 1933, Dial Press in New York published Two Valleys, the first novel by a very young man named Howard Melvin Fast. The publisher's blurb noted that “Mr. Fast is not yet nineteen.”(He had been born in 1914.) In 1995, The Bridge Builder's Story, the most recent of Howard Fast's novels, appeared. Sixty-two years lie between Two Valleys and The Bridge Builder's Story.

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19

Amador, Julie M., David Glassmeyer, and Aaron Brakoniecki. "Noticing before Responding." Mathematics Teacher: Learning and Teaching PK-12 113, no. 4 (April 2020): 310–16. http://dx.doi.org/10.5951/mtlt.2019.0145.

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This article provides a framework for integrating professional noticing into teachers' practice as a means to support instructional decisions. An illustrative example is included based on actual use with secondary students.

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20

Gibson, Sharan A., and Pamela Ross. "Teachers' Professional Noticing." Theory Into Practice 55, no. 3 (May 4, 2016): 180–88. http://dx.doi.org/10.1080/00405841.2016.1173996.

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Amador, Julie M., Anne Estapa, Zandra de Araujo, Karl W. Kosko, and Tracy L. Weston. "Eliciting and Analyzing Preservice Teachers' Mathematical Noticing." Mathematics Teacher Educator 5, no. 2 (March 2017): 158–77. http://dx.doi.org/10.5951/mathteaceduc.5.2.0158.

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In an effort to elicit elementary preservice teachers' mathematical noticing, mathematics teacher educators at 6 universities designed and implemented a 3-step task that used video, writing, and animation. The intent of the task was to elicit preservice teachers' mathematical noticing–that is, noticing specific to mathematics content and how students reason about content. Preservice teachers communicated their noticing through both written accounts and selfcreated animations. Findings showed that the specific city of mathematical noticing differed with the medium used and that preservice teachers focused on different mathematical content across the methods sections, illuminating the importance for mathematics teacher educators understanding of the noticing practices of the preservice teachers with whom they work. This report includes implications for using the task in methods courses and modifying course instruction to develop noticing following task implementation.

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22

Hayashida, Kazuki, Yuki Nishi, Akihiro Masuike, and Shu Morioka. "Intentional Binding Effects in the Experience of Noticing the Regularity of a Perceptual-Motor Task." Brain Sciences 10, no. 9 (September 22, 2020): 659. http://dx.doi.org/10.3390/brainsci10090659.

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Noticing the regularity of the task is necessary to enhance motor performance. The experience of noticing further motivates improvement in motor performance. Motor control is explained by a comparator model that modifies the motor command to reduce discrepancies between sensory predictions and actual outcomes. A similar model could apply to sense of agency (SoA). SoA refers to the sensation of controlling one’s own actions and, through them, the outcomes in the external world. SoA may also be enhanced by the experience of noticing errors. We recently reported gradual enhancement of SoA in participants with high perceptual-motor performance. However, what component of the motor task changed the SoA is unclear. In this study, we aimed to investigate the influence over time of the experience of noticing during a motor task on SoA. Participants performed an implicit regularity perceptual-motor task and an intentional binding task (a method that can quantitatively measure SoA) simultaneously. We separated participants into groups after the experiment based on noticing or not noticing the regularity. SoA was gradually enhanced in the noticing group, compared with that of the non-noticing group. The results suggest that the experience of noticing may enhance SoA during perceptual-motor tasks.

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23

Zhang, Zhixuan. "Noticing in Second Language Acquisition." BCP Education & Psychology 7 (November 7, 2022): 184–90. http://dx.doi.org/10.54691/bcpep.v7i.2634.

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In recent decades, the term "Noticing" has been a controversial research topic in the field of cognitive psychology and second language acquisition. Since Schmidt (1990) put forward the noticing hypothesis, many researchers have tried to verify the important role of awareness in second language acquisition (SLA) through various experimental designs. By reviewing the development of the Noticing Hypothesis, and theoretical constructs that underlie the role of noticing, this paper aims to justify the role of noticing as one crucial level of consciousness in enhancing second language learning.

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24

Tamba, Kimura Patar. "Hubungan Keyakinan dan Noticing dari Calon Guru Sekolah Dasar Mengenai Asesmen Matematika." Mosharafa: Jurnal Pendidikan Matematika 10, no. 3 (September 30, 2021): 461–70. http://dx.doi.org/10.31980/mosharafa.v10i3.1040.

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AbstrakPenelitian ini dilatarbelakangi oleh pandangan bahwa keyakinan mengenai asesmen mempengaruhi praktek asesmen di dalam kelas. Sementara itu, noticing adalah komponen penting dalam pengembangan kemampuan calon guru untuk memahami praktek asesmen. Tujuan penelitian ini adalah menyelidiki dan mendeskripsikan hubungan antara keyakinan dengan kemampuan noticing dari calon guru sekolah dasar mengenai asesmen matematika. Penelitian ini adalah penelitian kuantitatif korelasional terhadap 68 calon guru sekolah dasar. Data keyakinan mengenai asesmen matematika dikumpulkan dengan menggunakan kuisioner. Sementara data noticing asesmen dikumpulkan dengan video task analysis. Data dianalisis dengan menggunakan statistik deskriptif dan inferensial.. Hasil penelitian menunjukkan tidak terdapat korelasi signifikan antara keyakinan mengenai asesmen dan noticing asesmen. Hasil penelitian juga menunjukkan karateristik noticing cenderung fokus pada aspek “mengajukan pertanyaan” dan tidak komprehensif. Selain itu, calon guru juga cenderung memegang keyakinan produktif namun tidak konsisten. Relationship between Beliefs and Noticing of Pre-service Elementary Teachers Regarding Mathematics AssessmentAbstractThis research is motivated by the view that assessment beliefs affect assessment practice in a classroom. Meanwhile, noticing is an important component in the development of assessment practice. The purpose of this study was to investigate and describe the relationship between mathematics assessment beliefs and noticing mathematics assessment. This research is quantitative with a correlational study involving 68 pre-service elementary teachers. Mathematics assessment belief data were collected using a questionnaire. Meanwhile, noticing mathematics assessment data was collected using video task analysis. Data were analyzed using descriptive and inferential statistics The results showed that there was no significant correlation between mathematics assessment belief and noticing mathematics assessment. The results also showed that noticing characteristics tended to focus on the "questioning" aspect and were not comprehensive. Pre-service elementary teachers also tend to hold productive but inconsistent beliefs.

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25

Mark Mueller, Charles. "Effects of Explicit Instruction on Incidental Noticing of Metaphorical Word Sequences during a Subsequent Reading Task." International Journal of English Studies 10, no. 1 (June 1, 2010): 81. http://dx.doi.org/10.6018/ijes/2010/1/113991.

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Two experiments were conducted to determine whether explicit instruction focusing on metaphorical collocations would promote the incidental noticing of similar phrases by English learners during a subsequent reading task. Noticing was operationalized using the remember-know protocol and learning was measured on a fill-in-the-blanks test. In Experiment 1 (N = 36), within-subjects comparisons showed that explicit instruction led to more incidents of noticing (p < .001). Experiment 2 (N = 24) sought to extend the findings by examining whether self-referential questions during instruction would lead to greater noticing compared to depersonalized questions. Experiment 2 confirmed the first experiment’s finding of effects of explicit instruction on noticing, but failed to show significant effects for self-referential prompts on subsequent noticing, although such prompts did lead learners to produce higher word counts during the writing task. The two experiments suggest that explicit instruction promotes incidental noticing of important semantic contrasts in subsequent input.

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26

Jackson, Daniel O., and Minyoung Cho. "Language teacher noticing: A socio-cognitive window on classroom realities." Language Teaching Research 22, no. 1 (August 9, 2016): 29–46. http://dx.doi.org/10.1177/1362168816663754.

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This article introduces the construct of teacher noticing, situates it in research on second language teacher cognition, and considers its implications for research on second language teacher training, acknowledging socio-cognitive perspectives on language learning and teaching. We then present a mixed-methods observational study that utilized quantitative and qualitative approaches to study novice teacher noticing in the context of teaching demonstrations carried out as part of eight participants’ undergraduate course requirements. Teacher noticing was defined as awareness of features of second language classroom interaction that may influence student learning. The goals of the study were to: (1) assess our approach to studying teacher noticing, (2) examine the interactional contexts in which teacher noticing occurs, and (3) identify themes in novice teacher noticing. The results indicated that the stimulated recall methodology used was, not surprisingly, sensitive to the time delay between teaching demonstrations and recall interviews. Nonetheless, all participants reported noticing. Teacher noticing occurred primarily when the participants were teaching to the whole class and tended to involve the difference between plans vs. reality, noticing as a trigger for action, and individual learner contributions. The discussion weighs the strengths and limitations of this study and explains how a focus on the significance that teachers place on classroom interactions they become aware of during lessons may benefit research on language teacher education.

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27

Copur-Gencturk, Yasemin, and Jessica Rodrigues. "Content-specific noticing: A large-scale survey of mathematics teachers’ noticing." Teaching and Teacher Education 101 (May 2021): 103320. http://dx.doi.org/10.1016/j.tate.2021.103320.

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28

Schack, Edna O., Molly H. Fisher, and Jonathan N. Thomas. "Book Review: Multiple Perspectives of Teacher Noticing: An Emerging Area of Research." Journal for Research in Mathematics Education 46, no. 3 (May 2015): 371–76. http://dx.doi.org/10.5951/jresematheduc.46.3.0371.

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“Noticing matters” (p. 223). Through these words in the concluding chapter, Alan Schoenfeld succinctly captures the theme of this seminal book, Mathematics Teacher Noticing: Seeing Through Teachers' Eyes. The book received the American Education Research Association 2013 Exemplary Research in Teaching and Teacher Education Award. It addresses a variety of meanings and interpretations of teacher noticing from Dewey's earlier work of inner and outer attention to more specific variations such as that of professional noticing, as defined by Jacobs, Lamb, and Philipp. Chapter contributors have provided the foundation and framing of teacher noticing as a construct for studying and improving teaching.

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29

Geist, Monika. "Noticing grammar in L2 writing and problem-solving strategies." Studies in Second Language Learning and Teaching 7, no. 3 (September 15, 2017): 471–87. http://dx.doi.org/10.14746/ssllt.2017.7.3.6.

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Noticing plays an important role for second language acquisition. Since the formulation of the output hypothesis (Swain, 1985), it has been proven that producing output can lead to noticing. Studies on noticing have revealed little focus on grammar, and an in-depth investigation of grammar noticing has not been conducted so far. Studies into problemsolving strategies applied to resolve noticing in writing have provided differing classifications. The current study investigates the noticing of ten young learners (15 to 16 years) of L2 English while performing a writing task, with a special focus on grammar. The problem-solving strategies these learners applied are analyzed. With regard to the linguistic areas, results suggest that verb forms, especially the use of modals, and the choice of prepositions, are the main issues encountered in morphology. In syntax, learners mainly dealt with the length of sentences and the ways of connecting clauses. Learners relied on their intuition and existing knowledge, common sense and rephrasing as grammar problem-solving strategies. These results open a new area of study into noticing grammar and suggest some implications for teaching.

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30

Cosgun Ögeyik, Muhlise. "The comparative effectiveness of noticing in language learning." International Review of Applied Linguistics in Language Teaching 56, no. 4 (November 27, 2018): 377–400. http://dx.doi.org/10.1515/iral-2016-0049.

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AbstractThe Noticing Hypothesis holds that input does not become intake during language learning unless it is noticed. The hypothesis has been tested and evaluated in many empirical studies for more than two decades, either supported or criticized. This study shares the findings on the comparative effectiveness of noticing treatments gathered and evaluated from various empirical studies that were carried out in different countries. The results of the studies reflect the potentials of noticing treatments in second language/foreign language -L2- instruction/learning and touch upon the validity of the Noticing Hypothesis. The results of the reviewed studies also showed that noticing through output oriented tasks generates higher level of perception of L2 knowledge.

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31

Kang, Hyun-Young. "The relationship between Curriculum Noticing and Mathematics Knowledge for Teaching in plan and implementation of Math Class." Korean Association For Learner-Centered Curriculum And Instruction 22, no. 14 (July 31, 2022): 689–704. http://dx.doi.org/10.22251/jlcci.2022.22.14.689.

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Objectives In this study, for the math teacher professional development, the relationship between curriculum noticing and the mathematical knowledge for teaching was investigated, and by looking at the lesson plan and implementation through the curriculum noticing. Methods For the purpose, We examine curriculum noticing and mathematical knowledge for teaching. A case study method was adopted to collect and analyze data on a specific case, and one high school math teacher was selected as the study target. Results First, the curriculum noticing affects enacting lesson by influencing the process of developing and selecting tasks to be used in class in the lesson plan. It was confirmed that HCK, one of mathematical knowledge for teaching, affects the process of curriculum noticing. It is influenced by how it is used in the curriculum noting. Third, the process from teacher's lesson plan to implementation can be seen as a process of decentralization to PCK by using SMK in curriculum noticing. Conclusions This study, the curriculum noticing in the lesson plann and implementation and the role of the knowledge of the math teacher and follow-up tasks were suggested for the professional development of the math teacher.

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32

Brown, Katrina. ".Behind from Appears Noticing." Theatre, Dance and Performance Training 12, no. 2 (April 3, 2021): 221. http://dx.doi.org/10.1080/19443927.2021.1934240.

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33

Webb, Penny. "Noticing the quiet ones." Child Care 14, no. 1 (January 2, 2017): 4–5. http://dx.doi.org/10.12968/chca.2017.14.1.4.

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34

Glass, David J., and Elizabeth D. Owens. "States Noticing Field Releases." Nature Biotechnology 8, no. 11 (November 1990): 1064. http://dx.doi.org/10.1038/nbt1190-1064.

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35

Fisher, Molly H., Jonathan Thomas, Edna O. Schack, Cindy Jong, and Janet Tassell. "Noticing numeracy now! Examining changes in preservice teachers’ noticing, knowledge, and attitudes." Mathematics Education Research Journal 30, no. 2 (November 16, 2017): 209–32. http://dx.doi.org/10.1007/s13394-017-0228-0.

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36

Tamba, Kimura Patar, and Wiputra Cendana. "Preservice Elementary Teachers' Noticing Formative Assessment." JPI (Jurnal Pendidikan Indonesia) 11, no. 1 (February 26, 2022): 43–50. http://dx.doi.org/10.23887/jpi-undiksha.v11i1.33678.

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Pre-service teachers learn a lot about educational practice, especially regarding formative assessment, through noticing. For this reason, pre-service teachers’ noticing ability determines the learning process regarding formative assessment. Thus, understanding and analyzing pre-service teachers’ noticing skills is very important. This research is a descriptive qualitative research which aims to analyze the observations of pre-service teachers regarding formative assessment using a video. Data collection was carried out using video task analysis regarding formative assessment. This study involved 69 pre-service elementary teachers. The results of the task analysis were coded with the theoretical coding method. The results of the coding were then analyzed descriptively. The focus of noticing for pre-service elementary teachers is the greatest (71%) on the questioning loop aspect, while other aspects are less than 50% of the participants. No one pre-service elementary teachers observes the five aspects of formative assessment. For the quality of noticing an average of 2.25-2.85 or between the descriptive level and validation.The characteristics of the focus of pre-service elementary teachers’ noticing regarding formative assessment tend to focus on the questioning aspect and are not comprehensive. Most of the noticing quality of pre-service elementary teachers regarding formative assessment is still at the descriptive and validation level.

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Dominguez, Higinio, and Melissa Adams. "Más O Menos: Exploring Estimation in a Bilingual Classroom." Teaching Children Mathematics 20, no. 1 (August 2013): 36–41. http://dx.doi.org/10.5951/teacchilmath.20.1.0036.

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Adams, Rebecca. "L2 output, reformulation and noticing: Implications for IL development." Language Teaching Research 7, no. 3 (July 2003): 347–76. http://dx.doi.org/10.1191/1362168803lr127oa.

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This study is a replication and extension of Swain and Lapkin's (in press) study of the developmental effects of learners noticing differences between their own and native speaker output. In their study, task repetition, noticing and participation in stimulated recalls were all factors that might have contributed to more targetlike usage in subsequent output. The current study separated the effects of each of these factors. Fifty-six L2 Spanish learners were randomly assigned to three groups: (1) Task repetition (participants repeated the tasks without additional treatment); (2) Noticing (participants repeated the task and compared their original output to NS reformulation); and (3) Noticing + SR (same as Noticing group with the addition of a stimulated recall session). Reformulations were traced throughout the learners’ output. Analysis of the data indicates that learners noticed differences between their own essays and the reformulated writing, and that there were quantitative differences in the output of participants from different treatment groups, with learners who participated in both noticing and stimulated recall incorporating significantly more targetlike forms in the post-treatment output than learners from the other groups.

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Guner, Pınar, and Didem Akyuz. "Noticing Student Mathematical Thinking Within the Context of Lesson Study." Journal of Teacher Education 71, no. 5 (December 21, 2019): 568–83. http://dx.doi.org/10.1177/0022487119892964.

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The purpose of this study is to investigate a preservice middle school mathematics teacher’s noticing of student mathematical thinking within the context of lesson study as a component of a teaching practicum course in a teacher education program. This study also examines how preservice teacher education experiences in the context of lesson study influence the noticing skill of the participant preservice teacher, Lisa. Results indicated that the lesson study process supported teacher noticing of student mathematical thinking as the preservice teacher engaged in planning, teaching, and reflecting on the lessons. It was found that the collaborative and reflective structure of lesson study based on the anticipation of students’ thinking and interactions between group members significantly increased the level of noticing. The study also revealed that reading about mathematics subjects and the classroom teacher’s feedback proved helpful to develop Lisa’s noticing.

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Tadayonifar, Mojtaba, Mahnaz Entezari, and Mostafa Bahraman. "Investigating the relationship between linguistic focus of recasts, learning styles and noticing." Language Learning in Higher Education 10, no. 1 (July 31, 2020): 53–72. http://dx.doi.org/10.1515/cercles-2020-2008.

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AbstractThe efficacy of Corrective Feedback (CF) is contingent on various factors; conflicting results have been obtained regarding the roles of individual differences and the linguistic focus of CF. The current study investigated the relationship between the linguistic focus of recasts (the most common CF type) and noticing. It further explored the possible relationship between learning styles and recast noticing. The learning styles of 25 intermediate Iranian EFL learners were determined through the VARK questionnaire. During the participants’ story retelling tasks, the researchers provided recasts in response to their grammatical, lexical, and phonological errors. The class presentations were audiotaped, and recasts were highlighted. Online and retrospective methods of measuring noticing were used. Chi-Square tests indicated that there were significant differences among the participants’ noticing in general and in noticing of grammatical, lexical, and phonological recasts in particular. The results of post hoc analysis revealed that the auditory-style participants received the highest noticing rate and the kinesthetic style the least. The study further indicated that learners whose learning style was auditory better noticed grammatical recasts, learners whose learning style was mixed better noticed lexical recasts, and visual learners better noticed phonological recasts.

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Karlsen, Anne Mette Færøyvik, and Nina Helgevold. "Lesson Study: analytic stance and depth of noticing in post-lesson discussions." International Journal for Lesson and Learning Studies 8, no. 4 (October 3, 2019): 290–304. http://dx.doi.org/10.1108/ijlls-04-2019-0034.

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Purpose The purpose of this paper is to shed light on teachers’ attention to student learning in post-lesson discussions in Lesson Study (LS) by exploring the depth and analytic stance of noticing (van Es, 2011) and by identifying interactions that may extend or narrow the levels of noticing. Design/methodology/approach The study has dug deeply into post-lesson discussions in the context of two different LS groups at a Norwegian lower secondary school. Findings The paper provides empirical insights about crucial elements of teachers’ learning processes pertaining to their professional noticing. Sharing of rich descriptions of evidence of student learning appeared to be a necessary foundation for the deepening of the teacher groups’ analytic approach. The study highlights the importance of teacher groups’ openness and attention to the collected data and a shared willingness to go deep into the interpretations. Interthinking and exploratory talk (Littleton and Mercer, 2013) are emphasised as important social interaction and talk modes to deepen the analytic stance and depth of noticing. Research limitations/implications Even though this is a small study, it brings to light important knowledge about how interactions in post-research lesson discussions in LS can influence teachers’ professional noticing. Practical implications An implication of the study is to design observation forms that capture student learning as tools for teachers’ professional noticing. Originality/value This paper fulfils an identified need to investigate teachers’ learning processes in LS, including how interactions within a teacher group influence noticing.

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Shah, Niral, and Justin A. Coles. "Preparing Teachers to Notice Race in Classrooms: Contextualizing the Competencies of Preservice Teachers With Antiracist Inclinations." Journal of Teacher Education 71, no. 5 (January 20, 2020): 584–99. http://dx.doi.org/10.1177/0022487119900204.

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Race-focused teacher education has centered on changing preservice teachers’ racial beliefs and attitudes. In this article, we build on this work by exploring how preservice teachers identify and address issues of race and racism in the everyday work of teaching and learning. To conceptualize these processes, we propose the theoretical framework of “racial noticing,” which extends the literature on teacher noticing to the consideration of racial phenomena. Using a comparative case study design, this study focuses on three elementary preservice teachers (two identifying as White, one identifying as Black) with antiracist inclinations. Findings show that they demonstrated generally strong competencies with racial noticing during a mathematics methods course, but that contextual factors influenced shifts in racial noticing during student teaching. We argue that race-focused teacher education centered on noticing the impact of race and racism in learning settings can make the practice of antiracist teaching more tractable for preservice teachers.

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Louie, Nicole, Aditya P. Adiredja, and Naomi Jessup. "Teacher noticing from a sociopolitical perspective: the FAIR framework for anti-deficit noticing." ZDM – Mathematics Education 53, no. 1 (February 17, 2021): 95–107. http://dx.doi.org/10.1007/s11858-021-01229-2.

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A. van Es, Elizabeth, Victoria Hand, Priyanka Agarwal, and Carlos Sandoval. "Multidimensional Noticing for Equity: Theorizing Mathematics Teachers’ Systems of Noticing to Disrupt Inequities." Journal for Research in Mathematics Education 53, no. 2 (March 2022): 114–32. http://dx.doi.org/10.5951/jresematheduc-2019-0018.

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Teachers’ noticing of classroom activity shapes who is invited to participate, who is valued, and whose forms of knowing are included in mathematics classrooms. We introduce a framework for multidimensional noticing for equity that captures the stretch and expanse of teachers’ attention and sense making of the local, sociocultural, and historical aspects of mathematics classrooms. We use data from two teachers’ classrooms to illuminate how their noticing of students’ sociocultural selves, of the history of mathematics and schooling, and of students’ potential futures informs enactment of culturally sustaining instructional practice. We discuss this framework in relation to calls in mathematics education to create more equitable and affirming classroom spaces for youth.

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Gratale, Stefanie K., Arjun Teotia, Julia Chen-Sankey, Ollie Ganz, Cristine D. Delnevo, Andrew A. Strasser, and Olivia A. Wackowski. "Cigar Warning Noticing and Demographic and Usage Correlates: Analysis from the United States Population Assessment of Tobacco and Health Study, Wave 5." International Journal of Environmental Research and Public Health 19, no. 6 (March 9, 2022): 3221. http://dx.doi.org/10.3390/ijerph19063221.

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Although cigars pose health risks similar to cigarettes, their packaging/marketing is not subject to commensurate regulation in the US. In a 2000 agreement with the Federal Trade Commission, seven major manufacturers agreed to use some form of cigar warning. In 2016, the Food and Drug Administration passed a rule requiring larger standardized warnings, but the requirement was successfully challenged in court. Here, we examined U.S. population-level trends in noticing existing cigarillo, traditional and filtered cigar warnings. We analyzed Wave 5 Population Assessment of Tobacco and Health adult data to assess prevalence of past-30 day warning noticing and associations with socio-demographic and tobacco use variables. Noticing was higher among current users of cigarillos (27%), filtered (34%) and traditional cigars (21%), than non-users (8% for each product, p < 0.0001), and among every-day vs. some-day users, established vs. experimental users, and past-30 day users vs. those without past-30 day use. Results varied by product, but generally indicated lower noticing among non-Hispanic Whites and dual cigarette users, but higher noticing among those purchasing cigars by the box/pack (vs. not purchasing for themselves). Low overall noticing but higher prevalence among frequent users underscores a need for a stronger, uniform cigar warning label policy in the US.

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Selmer, Sarah, Erna Lampen, and Denise L. Lindstrom. "Pre-service teachers engaged in noticing aspects of learner written work." South African Journal of Education 41, no. 2 (May 31, 2021): 1–9. http://dx.doi.org/10.15700//saje.v41n2a1891.

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The study reported on here focused on pre-service teachers noticing learner thinking in the context of written work. The results show how pre-service teachers engaged in noticing learner thinking and on which aspects of learner thinking they focused. These results and related discussion broaden our conceptualisation of teacher noticing learner thinking as involving both disciplinary and non-disciplinary-specific aspects and provides related pedagogical implications for those who educate teachers.

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Billen, Monica. "#learningtoreflect." Educational Renaissance 9, no. 1 (October 15, 2020): 1–14. http://dx.doi.org/10.33499/edren.v9i1.161.

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Although research on teacher reflection is vast, research on preservice teachers’ (PSTs) use of social media and multimodal reflections is minimal. This study provides greater understanding into how PSTs used Instagram as a platform for engaging in reflection. Throughout an academic year, a group of fourteen PSTs used Instagram several times each week to reflect on their field experience rather than writing a reflective paper. I propose that the participants in this study were photoreflecting, which is the process of deep consideration as one transmediates images and print language. The participants in this study photoreflected by (a) photojournaling, (b) noticing, (c) noticing and extending, (d) noticing and problem solving, and (e) noticing and changing. Participants photojournaled the most and noticed and changed the least.

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GURZYNSKI-WEISS, LAURA, and MELISSA BARALT. "Does type of modified output correspond to learner noticing of feedback? A closer look in face-to-face and computer-mediated task-based interaction." Applied Psycholinguistics 36, no. 6 (July 15, 2014): 1393–420. http://dx.doi.org/10.1017/s0142716414000320.

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ABSTRACTThis study examines if type of learner-modified output differentially demonstrates noticing and whether or not this relationship holds in both face-to-face (FTF) and synchronous computer-mediated chat (SCMC) environments. Twenty-four learners of Spanish as a foreign language interacted one-on-one with an interlocutor in the FTF and the SCMC modes, during which they received corrective feedback. After each interaction, learners participated in a mode-specific stimulated recall session to measure their noticing of feedback. Data were coded for (a) feedback episode, (b) type of modified output (none, partial, or full), and (c) accurate noticing. Binary logistic regressions indicated that after feedback, partial modified output was the greatest predictor of accurate noticing of feedback. This finding applied in both FTF and SCMC.

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Casey, Stephanie, and Joel Amidon. "Do You See What I See? Formative Assessment of Preservice Teachers’ Noticing of Students’ Mathematical Thinking." Mathematics Teacher Educator 8, no. 3 (June 2020): 88–104. http://dx.doi.org/10.5951/mte.2020.0009.

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Developing expertise in professional noticing of students’ mathematical thinking takes time and meaningful learning experiences. We used the LessonSketch platform to create a learning experience for secondary preservice teachers (PSTs) involving an approximation of teaching practice to formatively assess PSTs’ noticing skills of students’ mathematical thinking. Our study showed that approximations of teaching practice embedded within platforms like LessonSketch can enable mathematics teacher educators (MTEs) to carry out effective formative assessment of PSTs’ professional noticing of students’ mathematical thinking that is meaningful for both PSTs and MTEs. The experience itself as well as its design features and framework used with the assessment can be applied in the work of MTEs who develop teachers’ professional noticing skills of students’ mathematical thinking.

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Kartchava, Eva, and Ahlem Ammar. "Noticing and Learning: Relationship Patterns." Studies in English Language Teaching 1, no. 1 (February 2, 2013): 8. http://dx.doi.org/10.22158/selt.v1n1p8.

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The goal of this study was to empirically investigate the noticeability of three corrective feedback (CF)<br />techniques (recasts, prompts, and a mixture of the two) and to determine whether such noticing predicts<br />second language (L2) development. Four groups of high-beginner college level francophone ESL<br />learners (n = 99) and their teachers participated. Each teacher was assigned to a treatment condition<br />that fit his CF style, and each provided feedback in response to errors with past tense and questions in<br />the past. While the noticing of CF was assessed through immediate recall, learning was measured with<br />picture description and spot-the-differences tasks. Inferential and qualitative analyses of noticing and<br />learning revealed varied conclusions. Statistically, a minimal relationship between noticing and past<br />tense scores was found. However, qualitatively, noticing appeared to predict gains on both targets for<br />some learners, but did not prove to be a universal prerequisite for learning.

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