Home⇛Universal Journal of Educational Research⇛vol. 3 no. 2 (2024)

Teacher Noticing: Exploring The Nexus Between Effective Implementation and Academic Performance of Basic 12 Students in Geometry in Builsa South District

Suglo Kabinaa Enoch

 

Abstract:

Teachers' noticing, the act of observing, interpreting, and attending to students during lessons, has garnered significant attention in recent educational research. It is widely believed that a teacher's ability to effectively notice and respond to students can profoundly impact their learning outcomes and academic achievements. This study delved into the correlation between the implementation of effective noticing practices and the academic performance of 12th-grade students in geometry. Conducted as a quantitative descriptive research endeavor, the study encompassed a population of 360 individuals, with a sample size of 186 students selected through a simple random sampling technique. Data collection involved a questionnaire survey and a Geometry Achievement Test, with analysis carried out using SPSS's descriptive tools and a simple linear regression model. The findings of the study revealed a statistically significant relationship (p = .019) between the successful implementation of noticing in teaching and students' academic success in geometry. As a result, the study recommended that educators hone their noticing skills during geometry and mathematics lessons to optimize student learning and academic performance. By emphasizing the importance of effective noticing in teaching, educators can create a more engaging and supportive learning environment that fosters student success in geometry and beyond.



References:

  1. Lau, W. W., & Man, Y. K. (2018). Teacher noticing: Advancing understanding of teaching, learning, policy, and practice in mathematics education. Eurasia Journal of Mathematics, Science and Technology Education, 14(11), em1657.
  2. Shukla, S. (2020). Concept of population and sample. How to Write a Research Paper, June, 1-6.
  3. Yang, X., Kaiser, G., König, J., & Blömeke, S. (2019). Professional noticing of mathematics teachers: A comparative study between Germany and China. International Journal of Science and Mathematics Education, 17, 943-963.
  4. Stockero, S. L., Rupnow, R. L., & Pascoe, A. E. (2015). Noticing Student Mathematical Thinking in the Complexity of Classroom Instruction. North American Chapter of the International Group for the Psychology of Mathematics Education.
  5. Schack, E. O., Fisher, M. H., & Wilhelm, J. A. (Eds.). (2017). Teacher Noticing: Bridging and Broadening Perspectives, Contexts, and Frameworks. Springer International Publishing. https://doi.org/10.1007/978-3-319-46753-5  .
  6. Denzin, N. K., & Lincoln, Y. S. (Eds.). (2011). The Sage handbook of qualitative research. sage.
  7. Krejcie, R. V., & Morgan, D. W. (1970). Determining sample size for research activities. Educational and Psychological Measurement, 30(3), 607-610
  8. Kunter, M., Baumert, J., Blum, W., Klusmann, U., Krauss, S., & Neubrand, M. (Eds.) (2013). Cognitive activation in the mathematics classroom and professional competence of teachers. Springer. https://doi.org/10.1007/978-1-4614-5149-5
  9. Melhuish, K., Thanheiser, E., & Guyot, L. (2020). Elementary school teachers’ noticing of essential mathematical reasoning forms: Justification and generalization. Journal of Mathematics Teacher Education, 23(1), 35–67. https://doi.org/10.1007/s10857-018-9408-4
  10. Scheiner, T. (2021). Towards a more comprehensive model of teacher noticing. ZDM – Mathematics Education, 53(1), 85–94. https://doi.org/10.1007/s11858-020-01202-5
  11. Sherin, B., & Star, J. R. (2011). Refections on the study of teacher noticing. In M. G. Sherin, V. R. Jacobs, & R. A. Philipp (Eds.), Studies in mathematical thinking and learning. Mathematics teacher noticing: Seeing through teachers’ eyes (pp. 66–78). Routledge.
  12. Sherin, M. G. (2007). The development of teachers’ professional vision in video clubs. In R. M. Baecker, D. Fono, & P. Wolf (Eds.), Video research in the learning sciences (pp. 397–410). Routledge
  13. Blömeke, S., Gustafsson, J.-E., & Shavelson, R. J. (2015). Beyond dichotomies: Competence viewed as a continuum. Zeitschrift Für Psychologie, 223(1), 3–13. https://doi.org/10.1027/2151-2604/ a000194  
  14. Blömeke, S., Jentsch, A., Ross, N., Kaiser, G., & König, J. (2022). Opening up the black box: Teacher competence, instructional quality, and students’ learning progress. Learning and Instruction, 79, 101600. https://doi.org/10.1016/j.learninstruc.2022.101600
  15. Choy, B. H., & Dindyal, J. (2020). Teacher noticing, mathematics. In M. A. Peters (Ed.), Encyclopedia of Teacher Education. Springer. https://doi.org/10.1007/978-981-13-1179-6_241-1
  16. Dick, L. K. (2017). Investigating the relationship between professional noticing and specialized content knowledge. In E. O. Schack, M. H. Fisher, & J. A. Wilhelm (Eds.), Teacher Noticing: Bridging and Broadening Perspectives, Contexts, and Frameworks (pp. 339– 358). Springer.https://doi.org/10.1007/978-3-319-46753-5_20
  17. Cross Francis, D., Eker, A., Liu, J., Lloyd, K., & Bharaj, P. (2022). (Mis)alignment between noticing and instructional quality: The role of psychological and cognitive constructs. Journal of Mathematics Teacher Education, 25(5), 599–632. https://doi.org/10. 1007/s10857-021-09509-0 .
  18. Krauss, S., Bruckmaier, G., Lindl, A., Hilbert, S., Binder, K., Steib, N., & Blum, W. (2020). Competence as a continuum in the COACTIV study: The “cascade model”. ZDM – Mathematics Education, 52(2), 311–327. https://doi.org/10.1007/s11858-020-01151-z
  19. Weyers, J., König, J., Scheiner, T., Santagata, R., & Kaiser, G. (2023). Teacher noticing in mathematics education: a review of recent developments. ZDM–Mathematics Education, 1-16.
  20. Blömeke, S., Jentsch, A., Ross, N., Kaiser, G., & König, J. (2022). Opening up the black box: Teacher competence, instructional quality, and students’ learning progress. Learning and Instruction, 79, 101600. https://doi.org/10.1016/j.learninstruc.2022.101600
  21. Van Es, E. A., & Sherin, M. G. (2002). Learning to notice: Scaffolding new teachers’ interpretations of classroom interactions. Journal of technology and teacher education, 10(4), 571-596.
  22. König, J., Santagata, R., Scheiner, T., Adleff, A. K., Yang, X., & Kaiser, G. (2022). Teacher noticing: A systematic literature review of conceptualizations, research designs, and findings on learning to notice. Educational Research Review, 36, 100453.
  23. Sherin, M., Jacobs, V., & Philipp, R. (Eds.). (2011). Mathematics teacher noticing: Seeing through teachers' eyes. Routledge.
  24. Mason, J. (2009). Teaching as disciplined enquiry. Teachers and Teaching: theory and practice, 15(2), 205-223.
  25. Berliner, D. C. (2001). Learning about and learning from expert teachers. International journal of educational research, 35(5), 463-482.
  26. Berliner, D. C. (2004). Describing the behavior and documenting the accomplishments of expert teachers. Bulletin of Science, Technology & Society, 24(3), 200-212.
  27. Goodwin, C. (2015). Professional vision. In Aufmerksamkeit: Geschichte-Theorie-Empirie (pp. 387-425). Wiesbaden: Springer Fachmedien Wiesbaden.

Tools


Copyright © 2024  KITE Digital Educational Solutions |  Exclusively distributed by CE-Logic