Leveraging Practical Measures in Mathematics Teacher Noticing for Equity

• In Event: AERA Roundtable Sunday 7:45 am
  In Roundtable Session: Practicing Improvement: Challenges and Opportunities to Facilitating Improvement

Abstract

This study investigates how practical measures—teacher-designed tools that surface student experiences—can support mathematics teacher noticing for equity. In a research-practice partnership, one teacher co-designed a practical measure aligned with his instructional values and used it to interpret student feedback. Through qualitative analysis of co-design meetings, interviews, and data review sessions, we examined how the teacher’s noticing evolved and how facilitation supported equity-oriented reflection. Findings show the teacher increasingly attended to relational and political dimensions of students’ participation patterns, while adjusting the practical measure survey items accordingly. Pressing, a facilitation move, was key in surfacing these insights. Results suggest practical measures offer a promising context for developing equity-focused noticing in mathematics education.

Authors

• Jose Angel Mendez, University of California - Irvine

• Elizabeth A. van Es, University of California - Santa Barbara