The primacy of 'noticing': a key to successful modelling

Book chapter

Galbraith, Peter, Stillman, Gloria and Brown, Jill. (2017). The primacy of 'noticing': a key to successful modelling. In In G. A. Stillman, W. Blum and G. Kaiser (Ed.). Mathematical Modelling and Applications: Crossing and Researching Boundaries in Mathematics Education pp. 83 - 94 Springer International Publishing. https://doi.org/10.1007/978-3-319-62968-1

Authors	Galbraith, Peter, Stillman, Gloria and Brown, Jill
Editors	G. A. Stillman, W. Blum and G. Kaiser
Abstract	The notion of productive modelling-oriented noticing (pMON) is proposed within an anticipatory metacognition framework for the implementation of successful modelling. pMON involves modellers noticing what is important (or not) in order to generate strategies for responding to, or initiating, activities necessary for successful engagement in modelling. In this chapter, we address the question: How does ‘noticing’ feature as an enabler and a displayer of modelling ability? From student work at an extra-curricular event, we identify global and specific noticing of a strategic and explanatory nature, which evidences anticipatory aspects of mental activity taking place during modelling, and illustrate a coding system for identifying and labelling components of pMON.
Keywords	noticing; anticipatory metacognition; productive modelling-oriented noticing; global noticing; specific noticing
Page range	83 - 94
Year	2017
Book title	Mathematical Modelling and Applications: Crossing and Researching Boundaries in Mathematics Education
Publisher	Springer International Publishing
Place of publication	Switzerland
ISBN	9783319629674
Digital Object Identifier (DOI)	https://doi.org/10.1007/978-3-319-62968-1
Research Group	Institute for Learning Sciences and Teacher Education (ILSTE)
Publisher's version	File Access Level Controlled

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Brown, Jill Patricia. (2004). Enabling teachers to perceive the affordances of a technologically rich learning environment for linear functions in order to design units of work incorporating best practice. In W. C. Yang, S. C. Chu and T. de Alwis (Ed.). Proceedings of the 9th Asian Technology Conference in Mathematics. Singapore, Singapore: Advanced Technology Council in Mathematics Inc. pp. 242 - 251

A difficult function

Brown, Jill. (2004). A difficult function. Australian Mathematics Teacher. 60(2), pp. 6 - 11.

Teacher approaches to graphing a difficult cubic function

Brown, Jill Patricia. (2004). Teacher approaches to graphing a difficult cubic function. In I. Putt, R. Faragher and M. McLean (Ed.). Mathematics Education for the third millennium: Towards 2010, Proceedings of the 27th annual conference of the Mathematics Education Research Group of Australasia. Townsville, Australia: Mathematics Education Research Group of Australasia. pp. 111 - 118

Can the notion of affordances be of use in the design of a technology enriched mathematics curriculum?

Stillman, Gloria, Brown, Jill Patricia and Herberts, Sandra. (2004). Can the notion of affordances be of use in the design of a technology enriched mathematics curriculum? In I. Putt, R. Faragher and M. McLean (Ed.). Mathematics Education for the third millennium: Towards 2010, Proceedings of the 27th annual conference of the Mathematics Education Research Group of Australasia. Townsville, Australia: Mathematics Education Research Group of Australasia. pp. 119 - 126

Defining moments in determining a complete graph in a graphing calculator teaching and learning environment

Brown, Jill Patricia. (2003). Defining moments in determining a complete graph in a graphing calculator teaching and learning environment. In L. Bragg, C. Campbell and G. Herbert (Ed.). Mathematics Education Research: Innovation, networking, opportunity. Proceedings of the 26th annual conference of the Mathematics Education Research Group of Australasia (MERGA). Geelong, Australia: Mathematics Education Research Group of Australasia. pp. 168 - 175