Teacher Noticing Professional Development: Re-Embodying the Dis-Embodied

• In Event: Marriott Roundtable Session 9
  In Roundtable Session: Teachers of Mathematics

Abstract

Physical gestures often communicate unique mathematical information that is not contained within the accompanying speech; but at the same time, the field of teacher noticing has focused primarily upon verbal and written language as evidence of mathematical reasoning. We conducted a small pilot study to see how pre-service teachers’ conceptualization of a student’s reasoning shifted after reading a proceedings paper about gesture and proof. Our preliminary findings are that the pre-service teachers’ began to both attend to, interpret, and respond to student gestures and actions. We conclude by sharing our planned future directions to expand this line of inquiry.

Authors

• Janet Dawn Kim Walkoe, University of Maryland

• Caroline "Caro" Cassie-Marie Williams-Pierce, University of Maryland, College Park

• Ekta Shokeen, University of Maryland

• Margaret Walton, Planscape

• Virginia J. Flood, University at Buffalo - SUNY