A Framework For Examining Teachers’ Noticing Of Mathematical Cognitive Technologies
Ryan Smith, Dongjo Shin, Somin Kim, University of Georgia, United States
JCMST Volume 36, Number 1, ISSN 0731-9258 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA
In this paper, we propose the mathematical cognitive technology noticing framework for examining how mathematics teachers evaluate, select, and modify mathematical cognitive technology to use in their classrooms. Our framework is based on studies of professional and curricular noticing and data collected in a study that explored how secondary mathematics teachers evaluate mathematical cognitive technology. We categorized the teachers’ evaluation processes into three noticing actions: teachers’ attention to features of technology, interpretation of the features, and response to these features based on their attentions and interpretations. We developed a list of activities for each of the three teacher noticing actions. We then illustrate each action and activity of our framework with examples from our work with teachers. We believe this framework can allow researchers to document the evolution of teachers’ evaluation of mathematical cognitive technology and provide educators with a lens for developing teachers’ ability to evaluate mathematical cognitive technology.
Smith, R., Shin, D. & Kim, S. (2017). A Framework For Examining Teachers’ Noticing Of Mathematical Cognitive Technologies. Journal of Computers in Mathematics and Science Teaching, 36(1), 41-63. Waynesville, NC USA: Association for the Advancement of Computing in Education (AACE). Retrieved September 25, 2017 from https://www.learntechlib.org/p/177957/.
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