#Different cultural contexts professional#
Corresponding studies on teacher noticing usually use-at least implicitly-a frame of reference for what the teachers are supposed to notice in the sense of high level professional noticing (so-called “target noticing”, Stockero and Rupnow 2017). A main reason for this choice is the idea that whether and how teachers attend to, interpret, and respond to students’ thinking in the mathematics classroom is an important factor of teaching quality. Students’ mathematical thinking has often been chosen as a focus for investigating and developing professional noticing-especially in the US context (e.g., Colestock and Sherin 2015 Jacobs, Lamb, and Philipp 2010). In particular, by means of a specific representation of practice, it became visible how expert norms of responding to students’ mathematical thinking can be different from a Taiwanese compared to a German perspective. This approach allows researchers to identify potentially different norms of instructional quality in mathematics classrooms. In an online expert survey, these vignettes were then presented to German and Taiwanese researchers in mathematics education (19 from each country) to investigate whether these experts recognize the integrated breach of a norm. In this process, the research teams in both countries developed in parallel, text vignettes in which, from their perspective, a breach of a norm regarding a specific aspect of instructional quality was integrated. In this paper, we thus propose a concurrent process for developing vignettes and eliciting corresponding expert norms as a prerequisite to investigating teacher noticing in a way that is sensitive to different cultural contexts. Consequently, in a first step, this bicultural research project on teacher noticing in Taiwan and Germany focuses on exploring the researchers’ frames of reference for investigating teacher noticing. In particular, it is an open question how potentially different norms of instructional quality influence how teacher noticing is operationalized in East Asian and Western cultures. However, it is likely that in many cases the researchers’ perspectives on what characterizes high instructional quality in mathematics classrooms shape what they expect teachers to notice.
As an important component of teaching expertise, teacher noticing is gaining growing attention in our intercultural mathematics education community.
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