November 2013, Vol. 44, Issue 5
Students’ Mathematical Noticing
Joanne Lobato, Charles Hohensee, and Bohdan Rhodehamel
Even in simple mathematical situations, there is an array of different mathematical features that students can attend to or notice. What students notice mathematically has consequences for their subsequent reasoning. By adapting work from both cognitive science and applied linguistics anthropology, the authors present a focusing framework, which treats noticing as a complex phenomenon that is distributed across individual cognition, social interactions, material resources, and normed practices.
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