Noticing Practices of Teachers and Students in Equitable Mathematics Classrooms

Session Type: Symposium

Abstract

Teachers who are ambitious in their mathematics teaching attend to classroom activity and students’ participation in it in particular ways. Teacher “noticing practices” that foster student mathematical reasoning and argumentation are well documented. Less is known about teacher noticing that supports the fair distribution of opportunities to participate among groups of students. In this symposium, researchers will present results of new empirical work in this area, link these to theory development, and argue additionally for the importance of documenting the noticing patterns of underrepresented students in their mathematics classrooms. Audience members will also analyze noticing data through small-group interaction.

Sub Unit

• SIG-Research in Mathematics Education

Chair

• Victoria M. Hand, University of Colorado - Boulder

Papers

• Noticing Home Mathematical Practices Yields Robust Opportunities for Participation - Anita A. Wager, University of Wisconsin

• Patterns in the Noticing Practices of Exceptional Secondary Mathematics Teachers - Victoria M. Hand, University of Colorado - Boulder; Elizabeth A. van Es, University of California - Irvine; Vincent Basile, University of Colorado; Janet Mercado, University of California - Irvine

• The Other Noticing and Noticing the Other: How Teachers and Bilingual Latina/o Students Investigate Mathematics Concepts Through Reciprocal Noticing - Higinio Dominguez, Michigan State University

Discussant

• Frederick D. Erickson, University of California - Los Angeles