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1. Connections Between Pre-service Teachers’ Professional Noticing and Perceptions of Race and/or Gender

   https://doi.org/10.7459/es/41.2.04  

   Thomas, Jonathan Norris; Brown, David; Reeves, Kristin; Fisher, Molly H; Jong, Cindy; Schack, Edna O (November 2023, Education and Society)

   This study examined potential bias with respect to perceived gender and race in pre-service teachers’ professional noticing of children’s mathematical thinking. The goal of the study was to explore emerging connections between professional noticing and equity concerns in mathematics education and discover the extent to which such noticing may be influenced by a student’s race and gender. A sample of 151 preservice teachers participated, and our findings suggest that bias tends to emerge in the interpreting phase of professional noticing; however, such emergence was not statistically significant when compared across the perceived race and gender of the students. 

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2. Preservice Teachers’ Professional Noticing When Viewing Standard and 360 Video

   https://doi.org/10.1177/0022487120939544  

   Kosko, Karl W.; Ferdig, Richard E.; Zolfaghari, Maryam (May 2021, Journal of Teacher Education)

   Use of video as a representation of practice in teacher education is commonplace. The current study explored the use of a new format (360 video) in the context of preservice teachers’ professional noticing. Findings suggest that preservice teachers viewing 360 videos attended to more student actions than their peers viewing standard video. In addition, using a virtual reality headset to view the 360 videos led to different patterns in where preservice teachers looked in the recorded classroom, and to increased specificity of mathematics content from the scenario. Thus, findings and results support the use of 360 video in teacher education to facilitate teacher noticing. However, future research is needed to further explore this novel technology. 

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3. Professional noticing coherence: exploring relationships between component processes

   https://doi.org/10.1080/10986065.2021.1977086  

   Thomas, Jonathan; Dueber, David; Fisher, Molly H.; Jong, Cindy; Schack, Edna O. (September 2021, Mathematical Thinking and Learning)

   Teacher noticing and related variants have ascended in prominence among the mathematics education research community. While the component processes of such noticing (e.g., attending, interpreting and deciding) have been cast as interrelated, capturing the relationships amongst the components has been more elusive. We focused on the component processes of teacher noticing with particular attention given to interrelatedness. Specifically, we were interested in how and the extent to which the component processes of professional noticing (attending, interpreting, deciding) are thematically connected when preservice elementary teachers are engaged in an assessment approximating professional noticing. We refer to this thematic linkage in this paper as coherence. Our findings suggest a complex interplay between the creation and continuation of themes when enacting professional noticing, and the quality of such noticing. 

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4. Teacher noticing of students’ mathematics as student centered

   Zolfaghari, M.; Heisler, J.; Kosko, K. W. (January 2021, Psychology of Mathematics Education - North America)

   Olanoff, D.; Johnson, K.; Spitzer, S. (Ed.)

   Attending to students’ actions and mathematical thinking is an important aspect of professional teacher noticing. In this paper, we used 360 videos as a medium to examine the relationship between preservice teachers’(PSTs) observed attending behaviors and their written noticing. Findings suggest that PSTs focusing on students, instead of the teacher, during class discussions provide more specified descriptions of children’s mathematical thinking. 

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5. Conceptualizing Mathematics Modules that Integrate Professional Noticing and Equity

   Jong, C.; Fisher, M.H.; Thomas, J.; Schack, E.; Mask, W. (January 2021, Proceedings of the 43rd Annual Meeting of PME-NA)

   Olanoff, D.; Johnson, K.; & Spitzer, S. (Ed.)

   In this paper, we describe the theory guiding the development of microlearning modules connecting noticing and equity in mathematics. Gutiérrez’s (2009) four dimensions of equity framework is used to inform the modules. The professional noticing of children’s mathematical thinking (Jacobs, Lamb, & Philipp, 2010) is also woven into the module development. We analyze data from preservice elementary teachers’ ideas about equity and responses to a video to inform our project and discuss the importance of making equity explicit in mathematics methods courses. Results indicate that preservice elementary teachers’ ideas of equity primarily fall into the dominant axes of access and achievement, but also show evidence of the critical axes of identity and power in responses to the classroom video. 

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