Teacher Noticing: Bridging and Broadening Perspectives, Contexts, and Frameworks / Research in Mathematics Education (PDF)

Dr. Edna O. Schack is a professor of education and Co-Director of MSUTeach at Morehead State University in Morehead, KY where she has taught prospective elementary teachers since 1987. She is the recipient, along with several Kentucky colleagues, of two National Science Foundation grants investigating prospective elementary teacher professional noticing of children's early numeracy and early algebraic thinking. Her interests also include investigating key practices prospective teachers need to develop a foundation for growth as an effective teacher. Involved in the Kentucky Committee for Mathematics Achievement since its inception in 2005, she served as the Chair (2010-2012) and is currently the Assistant to the Chair. She has published in both research and practitioner journals.

Dr. Molly H. Fisher is an Associate Professor of Mathematics Education in the STEM Education Department at the University of Kentucky. She is also the Director of Graduate Studies where she directs the M.S. in STEM Education program as well as the STEM Education strand of the Ph.D. program in Education Sciences. She holds a B.A. in Mathematics, M.A. in Mathematics Education, and a Ph.D. in Curriculum Instruction (with an Urban Mathematics Education specialization) from the University of North Carolina at Charlotte. She is a former high school Mathematics and Computer Science teacher with a myriad of experiences teaching in the classroom and online. Her research focuses on the professional noticing of children's mathematical thinking of preservice elementary teachers through the lens of the Stages of Early Arithmetic Learning (SEAL) and Algebraic Thinking. Additionally, she is passionate about the support and mentoring of new teachers and she studies the stress, burnout, and retention of inservice teachers, especially secondary mathematics teachers.

Dr. Jennifer A. Wilhelm is a Professor of Science and Mathematics Education at the University of Kentucky. She holds a Ph.D. in

“It is a great book for those who are developing an interest in teacher noticing. New researchers could use this book to identify the various themes of the noticing framework and specific research questions. … I hope many people will read this book and reflect on the simple yet powerful relationship between what the math teacher notices in classroom interactions, how the teacher processes the information, and how the teacher acts on the insight to impact student learning.” (Woong Lim, MAA Reviews, June, 2018)