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Professional Mathematical Noticing in Play-based Prekindergarten Classrooms

Haubert, Lindsey R
http://rave.ohiolink.edu/etdc/view?acc_num=toledo1501736606962246

Abstract Details

2017, Doctor of Philosophy, University of Toledo, Curriculum and Instruction.
Jacobs, Lamb, and Philipp (2010) conceptualized Professional Noticing in Children’s Mathematical Thinking. Their conceptualization provided a description of the three skills of attending, interpreting, and responding that mathematics teachers can engage in as elementary students (kindergarten through grade five) work on a mathematical task. These skills are useful to elementary teachers as they work to observe students’ mathematical thinking, and then consider how to use students’ thinking to promote further mathematical understanding. Using a multiple case study, this dissertation explores ways to refine this conceptualization to be useful in prekindergarten classrooms while children play. The two participants in this study are experienced prekindergarten teachers, who have always worked in play-based classrooms. Both teachers work in the same building, and believe that prekindergarten children need to engage in free play while in the classroom setting. This study offers an emerging conceptualization of subdomains for each of Jacobs, Lamb, and Philipp’s domains of attending, interpreting, and responding that is relevant to prekindergarten play-based classrooms. The results of this study show that the teachers did engage in elements of the domains of attending, interpreting, and responding while children engaged in play in their classrooms. This research suggests the need to further study play-based prekindergarten classrooms in order to support professional development and preservice teacher education programs focusing on this area.
Debra Johanning (Committee Chair)
Katherine Delaney (Committee Member)
Leigh Chiarelott (Committee Member)
Edward Janak (Committee Member)
131 p.
Early Childhood Education; Education; Mathematics Education

Recommended Citations

Citations

  • Haubert, L. R. (2017). Professional Mathematical Noticing in Play-based Prekindergarten Classrooms [Doctoral dissertation, University of Toledo]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1501736606962246

    APA Style (7th edition)

  • Haubert, Lindsey. Professional Mathematical Noticing in Play-based Prekindergarten Classrooms. 2017. University of Toledo, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=toledo1501736606962246.

    MLA Style (8th edition)

  • Haubert, Lindsey. "Professional Mathematical Noticing in Play-based Prekindergarten Classrooms." Doctoral dissertation, University of Toledo, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1501736606962246

    Chicago Manual of Style (17th edition)

toledo1501736606962246
360
© 2017, some rights reserved.Creative Commons License Professional Mathematical Noticing in Play-based Prekindergarten Classrooms by Lindsey R Haubert is licensed under a Creative Commons Attribution-NonCommercial-NoDerivs 3.0 Unported License. Based on a work at etd.ohiolink.edu.
This open access ETD is published by University of Toledo and OhioLINK.