Exploring Professional Noticing and Equity Among Preservice Elementary Mathematics Teachers

• In Event: Equity and Criticality in Mathematics Teacher Education

Abstract

In this paper we describe the theory guiding the development of microlearning modules that connect professional noticing and equity in mathematics. The modules are informed by Gutiérrez’s (2009) four dimensions of equity (access, achievement, identity, and power) inform the modules along Jacobs, Lamb, and Philipp’s (2010) professional noticing components: attending, interpreting, and deciding. We analyze data from preservice elementary teachers’ ideas about equity and responses to a classroom video clip and discuss the critical importance of making equity explicit in mathematics methods courses. Preliminary results indicate that preservice elementary teachers are beginning to show some growth in the interpreting component of professional noticing. An increase in the dominant axis of equity (to include access and achievement) is also observed.

Authors

• Cindy Jong, University of Kentucky

• Walker Mask, University of Kentucky

• Jonathan Norris Thomas, University of Kentucky

• Edna O. Schack, Morehead State University

• Molly H. Fisher, University of Kentucky