000135339 001__ 135339
000135339 005__ 20260217205552.0
000135339 0247_ $$2doi$$a10.1007/s11858-024-01576-w
000135339 0248_ $$2sideral$$a138606
000135339 037__ $$aART-2024-138606
000135339 041__ $$aeng
000135339 100__ $$aPlanas, Núria
000135339 245__ $$aMathematical naming and explaining in teaching talk: Noticing work with two groups of mathematics teachers
000135339 260__ $$c2024
000135339 5060_ $$aAccess copy available to the general public$$fUnrestricted
000135339 5203_ $$aResearch shows the salient place of mathematical teaching talk, including the mathematical-linguistic practices of naming and explaining, in the enactment of students’ mathematical talk and learning with understanding in the classroom. Our study was developed to examine the noticing of two groups of secondary-school mathematics teachers in one-day workshops with tasks about these practices. The two workshops were mathematically content-specific, with teaching and learning accounts and prompts aimed at guiding focused attention to naming and explaining in the teaching of linear equations and probability. Thematic text analyses led to identify three foci of the two groups’ noticing: (i) missing practices of mathematical naming in own teaching talk; (ii) relative impact of mathematical explaining in teaching talk; and (iii) tensions around mathematical naming and explaining in teaching talk. Our results show that the social construction of teacher noticing is a feature of noticing development that can be documented in the context of one-day workshops. Whereas time for individual thinking and responses to the tasks created a context of support for noticing development, participation in the group discussions allowed the teachers to notice nuances of mathematical naming and explaining in teaching talk unaddressed in the task prompts. The group discussions thus amplified and opened up the opportunities to develop some focused noticing on the content of the workshops, specifically in connection with the teachers’ own teaching practice.
000135339 536__ $$9info:eu-repo/grantAgreement/ES/AEI/PID2022-139079OR-I00$$9info:eu-repo/grantAgreement/ES/MICINN/PID2019-104964GB-I00
000135339 540__ $$9info:eu-repo/semantics/openAccess$$aby$$uhttps://creativecommons.org/licenses/by/4.0/deed.es
000135339 590__ $$a2.4$$b2024
000135339 592__ $$a1.534$$b2024
000135339 591__ $$aEDUCATION & EDUCATIONAL RESEARCH$$b142 / 762 = 0.186$$c2024$$dQ1$$eT1
000135339 593__ $$aMathematics (miscellaneous)$$c2024$$dQ1
000135339 593__ $$aEducation$$c2024$$dQ1
000135339 594__ $$a6.6$$b2024
000135339 655_4 $$ainfo:eu-repo/semantics/article$$vinfo:eu-repo/semantics/publishedVersion
000135339 700__ $$aAlfonso, José M.
000135339 700__ $$0(orcid)0000-0002-0516-0463$$aArnal-Bailera, Alberto$$uUniversidad de Zaragoza
000135339 700__ $$aMartín-Molina, Verónica
000135339 7102_ $$12006$$2200$$aUniversidad de Zaragoza$$bDpto. Matemáticas$$cÁrea Didáctica Matemática
000135339 773__ $$g56 (2024), 1211–1222$$pZDM (Berl.)$$tZDM (Berlin)$$x1863-9690
000135339 8564_ $$s798102$$uhttps://zaguan.unizar.es/record/135339/files/texto_completo.pdf$$yVersión publicada
000135339 8564_ $$s2618536$$uhttps://zaguan.unizar.es/record/135339/files/texto_completo.jpg?subformat=icon$$xicon$$yVersión publicada
000135339 909CO $$ooai:zaguan.unizar.es:135339$$particulos$$pdriver
000135339 951__ $$a2026-02-17-20:41:08
000135339 980__ $$aARTICLE