Teacher Asynchronous Noticing to Foster Students’ Mathematical Thinking

• In Event: Research on Issues in Teacher Education and Teacher Practice

Abstract

Modern classrooms are rapidly implementing technological based reforms such as online-learning, flipped classrooms, and smartphone/tablet-based instruction, propagating a new form of student/teacher interaction: asynchronous communication that does not happen in real time. This study uses a rapid prototyping model to understand how to adapt technology to allow teachers to use asynchronous noticing of students’ mathematical thinking. Working with elementary and secondary mathematics teachers, we seek to understand what aspects of the technology are necessary for experienced teachers to effectively utilize asynchronous communication as a tool to notice and give personalized feedback around students’ mathematical thinking.

Authors

• Theodore Chao, Harvard University

• Eileen Murray, Montclair State University