NOTICING: Roots and Branches
NOTICING: Roots and Branches
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注意：根和枝
DOI：
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发表时间：
2011
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通讯作者：
John Mason
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作者：
John Mason
从注意是一种潜在的有意行为而不是偶然行为的想法的根源开始，我首先概述了我称之为注意的纪律（Mason 1984，Mason 2002）的各个方面。这一观点的核心思想是，注意是一系列旨在使自己敏感的实践，以便注意到未来的机会，在这些机会中采取新鲜的行动，而不是出于习惯而自动采取行动。
接下来，我将考虑注意力如何在教学、学习和进行与数学有关的专业发展中产生洞察力和知情行动。注意力和意图、意识和意识等结构不仅可以使用注意力学科进行研究，而且可以提供关于注意力实际工作方式的信息，而且有助于我们理解数学学习和教学的复杂性。
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.