Noticing: roots and branches

Mason, John (2011). Noticing: roots and branches. In: Sherin, Miriam Gamoran; Jacobs, Victoria R. and Philipp, Randolph A. eds. Mathematics Teacher Noticing: Seeing Through Teachers’ Eyes. Studies in Mathematical Thinking and Learning. New York: Routledge, pp. 35–50.



Starting with roots of the idea of noticing as a potentially intentional rather than haphazard act, I first outline aspects of what I call The Discipline of Noticing (Mason 1984, Mason 2002). Central to this view is the idea that noticing is a collection of practices designed to sensitize oneself so as to notice opportunities in the future in which to act freshly rather than automatically out of habit.
I next consider ways in which noticing has produced insights and informed action in teaching, learning, and conducting professional development having to do with mathematics. Constructs such as attention and intention, awareness, and consciousness are not only researchable using the discipline of noticing and informative about how noticing actually works but also contribute to our appreciation of intricacies of learning and teaching mathematics.

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