Analyzing Classroom Action to Support Mathematics Teacher Educator Noticing: A Duoethnographic Account

• In Event: Sunday Roundtable 9:45 am
  In Roundtable Session: Teacher Noticing, Curriculum, and Culturally Relevant Pedagogy (Table 41)

Abstract

As Mathematics Teacher Educators (MTEs), we work with prospective teachers (PTs) to develop their capability to notice classroom interactions and make sense of those interactions in the context of developing mathematical understanding. In this paper, we reflect on our experience of developing a framework for interpreting classroom action. We focus on one construct of the framework in particular, Shared Gaze, and use a duoethnographic approach to better understand our own processes of teacher noticing and our own interpretive shifts prompted through engagement with the framework. Our analysis suggests the potential for supporting dialogue around the nuances of classroom phenomena with fine-grained, collaborative analysis of classroom video.

Authors

• Jo M. Towers, University of Calgary

• Josh Markle, University of Alberta