Extending Noticing for Equity to Written Work: Contextualizing Students' Mathematical Thinking

• In Event: Conceptualizing and Enacting Equity-Focused STEM Instruction

Abstract

Attending to students’ thinking and using it to inform instruction has been shown to be an effective teaching practice. Research on noticing thinking conceptualizes noticing as a cognitive process, while work on equitable noticing treats noticing as culturally situated but focuses on participation. In this paper, we intertwine theories of noticing thinking and noticing for equity to extend equitable noticing to written work. Through a case study of one equity-oriented math teacher’s student work analysis process, we found that this teacher contextualized students’ thinking in two ways: drawing on knowledge of students and critically reflecting on students’ opportunities to learn. This dual lens might support teachers to analyze work through an equity lens and researchers to expand conceptions of noticing.

Authors

• Miriam Simone Leshin, Stanford University

• Laura Kretschmar