The Role of Positionality and Noticing in Advancing Equity in Mathematics

• In Event: Sheraton Roundtable Session 7
  In Roundtable Session: Identity Exploration Through Critical Moments of Pedagogical Interaction in the Content Area

Abstract

Research on teaching theorizes that teachers’ noticing of classroom interactions plays a critical role in the learning opportunities afforded to students (Author, 2012; Sherin et al, 2011). We draw on this literature to examine teachers’ noticing for equity. In particular, we examine how teachers’ noticing positions students to engage with mathematics and participate in the classroom community in ways that disrupt status hierarchies and afford students opportunities to engage in meaningful mathematics instruction. Using classroom observation and interview data, we identify various ways that teachers advance their commitment to equity through the moment to moment interactions that unfold in their classrooms. Findings of this study have implications for advancing teachers’ efforts to enact more equitable instruction in their classrooms.

Authors

• Elizabeth A. van Es, University of California - Irvine

• Victoria M. Hand, University of Colorado - Boulder

• Janet Mercado, University of California - Irvine

• Priyanka Agarwal, University of California - Irvine

• Carlos Sandoval, University of California - Irvine