Journal article
The collective use of the discipline of noticing to inform pedagogic actions
- Abstract:
- Professional development depends on enriching and expanding the range of professional actions that become available to be enacted either during preparation, or in-the-moment in a session. The Discipline of Noticing was articulated to support this process. Noticing involves both attention and awareness. The Discipline of Noticing provides a method for exploring, researching, or exploiting not only what one is currently sensitised to attend to, but also the nature and form of that attention, together with associated awarenesses which provide access to actions. In this paper, we provide examples of how professionals, in this case mathematics education researchers who are also mathematics teacher educators, located changes in what they were sensitised to notice, and how that became part of their professional repertoire by the process that Gattegno called “educating awareness”. These changes arose and were noticed through joint reciprocal reflections, and the subsequent planning and teaching of future professional development sessions. Among the aspects that contributed to the researchers’ / teacher educators’ development and engagement in the Discipline of Noticing, we emphasise communication with oneself and with others in group discussions.
- Publication status:
- Published
- Peer review status:
- Peer reviewed
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(Preview, Version of record, pdf, 1.0MB, Terms of use)
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- Publisher copy:
- 10.1007/s11858-025-01714-y
Authors
+ Nuffield Foundation
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- Funder identifier:
- https://ror.org/0281jqk77
- Grant:
- EDO /FR-000023445
- Publisher:
- Springer
- Journal:
- ZDM-Mathematics Education More from this journal
- Publication date:
- 2025-07-16
- Acceptance date:
- 2025-06-27
- DOI:
- EISSN:
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1863-9704
- ISSN:
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1863-9690
- Language:
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English
- Keywords:
- Pubs id:
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2133164
- Local pid:
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pubs:2133164
- Deposit date:
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2025-06-28
Terms of use
- Copyright holder:
- Ingram et al.
- Copyright date:
- 2025
- Rights statement:
- © The Author(s) 2025. Open Access.This article is licensed under a Creative Commons Attribution 4.0 International License, which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons licence, and indicate if changes were made. The images or other third party material in this article are included in the article’s Creative Commons licence, unless indicated otherwise in a credit line to the material. If material is not included in the article’s Creative Commons licence and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder.
- Licence:
- CC Attribution (CC BY)
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