79.032 - Critical Participatory and Multisensory Approaches in Mathematics Teacher Noticing

Session Type: Symposium

Abstract

Participatory/community-based approaches to research have been slow to make their way into teacher learning and development. These approaches stem from epistemological commitments that take seriously the voices and experiences of communities for whom inequitable educational instruction and systems have been most consequential. This symposium brings perspectives from critical participatory, feminist, and sociocultural epistemologies into contact with teacher learning in the context of a research project on mathematics teacher noticing. The symposium is structured around three papers that explore: embodied, and multisensory epistemologies for learning to notice; personal narratives and historical contexts in relation to noticing; and design tensions that emerge in participatory research on noticing. The symposium will include an embodied noticing activity for the audience.

Sub Unit

• Division K - Teaching and Teacher Education / Division K - Section 08: Teacher Learning and Professional Development

Chairs

• Elizabeth Mendoza, UCI

• Victoria M. Hand, University of Colorado - Boulder

Papers

• Critical Multisensory Noticing - Cecilia Angelica Valenzuela, University of Colorado - Boulder; Elizabeth Mendoza, UCI; Miguel N. Abad, University of California - Irvine

• Noticing the Past in the Present: Investigating the Role of Histories in Framing Noticing Practices - Monica Gilmore, University of Colorado - Boulder; Jennifer R Renick, University of California - Irvine; Khamia Powell, University of California - Irvine; Elizabeth A. van Es, University of California - Irvine

• Designing for Tensions Through a Critical Participatory Approach to Teacher Noticing - Victoria M. Hand, University of Colorado - Boulder; Elizabeth A. van Es, University of California - Irvine; Elizabeth Mendoza, UCI

Discussant

• Nicole Louie, University of Wisconsin - Madison