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Expanding Theory on Teacher Noticing Through Collaborative Inquiry and Co-Design

Fri, April 12, 4:55 to 6:25pm, Pennsylvania Convention Center, Floor: Level 100, Room 104B

Session Type: Symposium

Abstract

Students from racial, cultural, and linguistic minority communities continue to experience marginalization in mathematics classrooms. Research partnerships can give voice to marginalized communities to identify local problems and co-develop and study innovations for local impact. We adopted a participatory model to advance theory on secondary mathematics teachers’ noticing and develop a community-based professional learning model to expand teachers’ noticing and practice for equity. This symposium will share teacher and community-generated research that collectively reveal and invite conversation teachers’ noticing for equity. We will also consider how the participatory model helped teachers develop awareness of dominant practices in mathematics and schooling that perpetuate inequitable educational systems and expand their classroom noticing and instruction to disrupt them.

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