Teachers’ Noticing of and Interactions With Students’ Writing in High School Mathematics

• In Event: Ambitious Mathematics Teaching Enacting Play and Rough Drafts

Abstract

This paper details an embedded case study focused on how three high school mathematics teachers with dialogically focused instruction were observed interacting with students’ writing and how they interpreted recordings of those interactions. Teacher observations illustrated the types of writing embedded in tasks enacted by these teachers and the nature of their interactions with students’ writing during such tasks. Findings indicated participants’ flexibility in enacting both teacher- and student-directed interactions with students’ writing, their overall enactment of more teacher-oriented interactions, and their desire to pursue more student-directed interactions. These findings suggest the value of using artifacts around students’ writing in teacher professional learning settings to foster greater student-oriented professional noticing in high school mathematics.

Author

• Ethan P. Smith, Washington State University - Tri-Cities