The goals of this Noticing and Responsive Teaching (NRT) project are:
to investigate the ways in which teachers notice the essential aspects of mathematics teaching in the moment of teaching and its relationship to responsive teaching
to explore how teachers learn to notice in and from their teaching based on the reflection of their own teaching
to support teachers to become more responsive to student mathematical thinking, and ultimately to other essential aspects of math teaching.
We use various tools to achieve these goals such as eye-tracking technology, and video-based analysis.
This project is supported by the National Research Foundation of Korea.
Related Research
Kim, H. & Lim, W. (2025). Discussion patterns in a middle school mathematics classroom: a case of implementing formative assessment lessons. Instructional Science.
Lee, H. & Kim, H. (2024). Learning from noticing: elementary mathematics preservice teachers’ noticing and responsiveness on lesson modification. Educational Studies, 50(6), 1071-1092.
Lee, H., Kim, H.. & Cho, H. (2024). Investigating preservice teachers’ feedback to students’ mathematical solutions. Educational Studies, 50(4), 564-581.
Kim, H. (2022). Pre-service mathematics teachers' noticing competency: Focusing on teaching for robust understanding of mathematics. Journal of the Korean Society of Mathematical Education Series A: The Mathematical Education. 61(2), 339-357.
Cho, H., Lee, H., Lee, G., & Kim, H. (2022). How Do Korean and U.S. Elementary Preservice Teachers Analyze Students' Addition and Subtraction Computational Strategies and Errors? Journal of the Korean School Mathematics. 25(4), 423-446. doi: 10.30807/ksms.2022.25.4.006
Kim, H. J. (2017). Connecting Research and Practice: Teaching for Robust Understanding of Mathematics Framework in a Korean Mathematics Classroom Context. Journal of Educational Research in Mathematics 27 (4), 639-661 (In Korean)