Profiles of Teachers' Expertise in Professional Noticing of Children's Mathematical Thinking

Noticing children's mathematical thinking is foundational to teaching that is responsive to children's thinking. To better understand the range of noticing expertise for teachers engaged in multiyear professional development, we assessed the noticing of 72 upper elementary school teachers using three instructional scenarios involving fraction problem solving. Through a latent class analysis, we identified three subgroups of teachers that reflected different profiles of noticing expertise. Consideration was given to the noticing component skills of attending to children's strategy details, interpreting children's understandings, and deciding how to respond on the basis of children's understandings. We share theoretical and practical implications for not only the three profiles but also our choice to explore separately two versions of deciding how to respond (deciding on follow-up questions and deciding on next problems). [For the complete proceedings, see ED630060.]