Teacher-student interaction in collaborative problemsolving: In-the-moment perspective on teacher noticing
Many teachers use students' thinking but often miss opportunities to advance groups of students mathematically. In this study we analyse a teacher's interaction with four seventh graders from a Norwegian classroom through a noticing perspective. We highlight the teachers' noticing actions while engaging with students' shared reasoning during solving a mathematical problem, the Coin Problem. Through a noticing lens on observational data, we found that the teacher appeared to aim for students to develop more generalized arguments. Although the teacher built on their ideas, the challenge was that students struggled to follow his line of reasoning. Thus, we examine how the arguments constructed during the teacher's interventions did-or did not-become part of the group's shared reasoning. The results provide insights into how a teacher use students' in-themoment arguments, possible reasons behind the chosen approach, and its consequences.
Publisert i 2025
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