Mathematics Teacher Educators' Self-Study: Integrating Rehumanizing Mathematics and Professional Noticing with Elementary Teacher Candidates

• In Event: Perspectives on Student Belonging and Humanization in Mathematics Classrooms

Abstract

Professional noticing frameworks traditionally emphasize cognitive aspects yet fail to address equity in mathematics education's inherently political nature. This collaborative self-study examined how Gutiérrez's Rehumanizing Mathematics (RHM) framework integrates with Professional Noticing (PN) to develop teacher candidates' equitable noticing capabilities. Using meeting transcripts, implementation memos, and surveys from 84 teacher candidates across two institutions, findings revealed strong framework integration feasibility. Teacher candidates demonstrated high acceptability for both RHM (84.7%) and PN (82.2%) frameworks, with robust adoption intentions (91.6% and 94.9% respectively) and appropriateness ratings (88.2% relevance, 74.6% comfort). Despite political climate constraints and sequencing complexities, collaborative development successfully centered marginalized voices. Results demonstrate that integrating sociopolitical and cognitive noticing frameworks effectively prepares teachers to challenge deficit discourses.

Authors

• Naomi Jessup, Georgia State University

• Crystal A. Kalinec Craig, University of Texas - San Antonio

• Cindy Jong, University of Kentucky

• Molly H. Fisher, Rowan University

• Segun Timothy Ajose, University of Kentucky

• Jonathan Norris Thomas, University of Kentucky

• Anh Pham, University of Texas - San Antonio

• Emily Bonner, University of Texas - San Antonio