Division K - Teaching and Teacher Education / Division K - Section 01: Teaching, Teacher Education and Professional Development in the Content Areas

Miray Tekkumru-Kisa, Florida State University

Elizabeth A. van Es, University of California - Irvine

Noticing Everyday Language and Familiar Experiences as Sense-Making Resources - Heather Jo Johnson, Vanderbilt University; Kirsten K. N. Mawyer, University of Hawaii - Manoa

Vision in, of, and for Ambitious Science Teaching - Miray Tekkumru-Kisa, Florida State University; Lama Ziad Jaber, Florida State University; Ozlem Akcil Okan, Florida State University

Crafting Representations of Teacher Noticing Through a Participatory Design Process - Ethan Rubin, University of California - Irvine; Elizabeth A. van Es, University of California - Irvine; Elizabeth Mendoza, University of California - Irvine

Reframing Students, Mathematics, and Interactions for Antideficit Noticing - Nicole Louie, University of Wisconsin - Madison; Naomi Jessup, Georgia State University; Aditya P. Adiredja, The University of Arizona

Noticing Emotions as an Indicator of Racism and Status Hierarchies in Science Learning Spaces - Alexis Patterson Williams, University of California - Davis; Manali J. Sheth, Connecticut College

Transferability of Teacher Noticing: From Intervention to Classroom - Shari L. Stockero, Michigan Technological University

Theorizing the Relationship Between Teachers' Noticing in Professional Development and Classroom Practice - Elizabeth A. van Es, University of California - Irvine; Melissa J. Luna, West Virginia University; Miray Tekkumru-Kisa, Florida State University

Conceptualizing Critical Dis/ability Noticing: Contextualizing Beginning Teacher Noticing to Challenge Ableism in Mathematics Education - Cathery Yeh, Chapman University

Reciprocal Noticing: Learning From Student Noticing to Inform Teacher Noticing - Michelle Frierson, University of Colorado - Boulder; Elizabeth Mendoza, University of California - Irvine; Victoria M. Hand, University of Colorado - Boulder

Supporting Teacher Noticing of Student Mathematical Thinking Through the Use of Online Tools - Sarah Larison; Jennifer Richards, Northwestern University School of Education and Social Policy Learning Sciences; Miriam G. Sherin, Northwestern University

What Teachers Notice About Students' Interactional Dynamics During Collaborative Mathematics and Their Connections to Practice - Jennifer Marie Langer-Osuna, Stanford University; Jen Munson, Northwestern University

Confronting Oneself to Notice for Equity in Mathematics Classrooms - Jiwon Lee, University of California - Irvine; Rossella Santagata, University of California - Irvine; Jody Guarino, university of california, irvine

Using Classroom Vignettes to Reveal What Prospective Teachers Notice - Christa Jackson, Iowa State University; Thomas Roberts, Bowling Green State University; Cynthia E. Taylor, Millersville University of Pennsylvania; Kelley Buchheister, University of Nebraska-Lincoln

Relationships Between Elementary Teachers' Shifts in Framing, Noticing, and Pedagogical Practices in Engineering Education - Rebecca D. Swanson, University of Nebraska - Lincoln; Jessica Watkins, Vanderbilt University

Noticing Students' Science Ideas to Improve Teaching - Tara Barnhart, Chapman University

Miriam G. Sherin, Northwestern University

Thomas M. Philip, University of California - Berkeley