A Tale of Two Narratives: Divergent Teacher Noticing of Student Collaboration

• In Event: 58.084 - Poster Session 13
  In Poster Session: 58.084-13 - Research in Mathematics Education SIG Poster Session

Abstract

Implementing collaborative learning successfully in K-12 classrooms is considered important in mathematics, English Language Arts (ELA), and other fields. While it might seem that successful collaboration is easy to recognize, these data show otherwise. Eight experienced teachers assessed student collaboration on a mathematics task. Mathematics teachers judged the student work similarly, but ELA teachers differed. Specifically, a focus on two highly skilled teachers (one from ELA, one from mathematics) indicates the teachers attended to different aspects of student participation, resulting in different judgments of collaboration success. Thus, understanding what teachers notice is critical for supporting effective student collaboration. The bases of such noticing need to be better understood.

Author

• Heather Fink, University of California - Berkeley