Exploring Math Teachers' Own Classroom Experiences With Deciding How to Respond Momentarily to Student Understanding

• In Event: Sheraton Roundtable Session Four
  In Roundtable Session: Urban Learning, Teaching and Research SIG Roundtable Two (Table 6)

Abstract

The idea behind the current NCTM (2000) reform vision is for math teachers to recognize "productive student mathematical thinking" as it develops during instruction and to respond in ways that progress student learning (Leatham et al., 2015, p. 4). Research on mathematics teacher noticing shows that math instruction focused on student understanding fosters skills in reasoning, communication, problem-solving, and conceptual understanding (Carpenter et al.,1999; Jacobs et al., 2010; Schoenfeld, 2008). However, studies on teacher noticing in large, high-poverty urban schools provide minimal evidence of participating math teachers’ directly working with African American students. Exploring math teachers’ noticing experiences with African American students will contribute to mathematics education research by deepening our understanding of mathematics teacher noticing within these contexts.

Author

• Cherigale White Buchanan, Alverno College
  Presenting Author