Preservice Teachers Equitably Attending to and Interpreting Multilingual Students' Mathematical Thinking

• In Event: Expanding What Counts as Mathematical Activity and Entities

Abstract

Given the complexity of teacher noticing and issues of equity, the lead researchers developed the Equitably Attending to and Interpreting a Student’s Mathematical Thinking (EAST) Framework to support the decomposition of noticing. Using data from semi-structured interviews and class reflections, we investigated how preservice teachers described equitable mathematics instruction after participating in lessons designed around the EAST framework. We found that the teachers’ responses reflected components of the EAST framework which suggests that their noticing skills benefitted from the intervention.

Authors

• Shaimaa A. Scrivner, University of Houston
  Non-Presenting Author

• Melissa A. Gallagher, University of Houston
  Presenting Author

• Jessica Jensen, California Polytechnic State University - San Luis Obispo
  Presenting Author