The practice of teacher noticing students' mathematical thinking often includes three interrelated components: attending to students' strategies, interpreting students' understandings, and deciding how to respond on the basis of students' understanding. This practice gains complexity in technology‐mediated environments (i.e., using technology‐enhanced math tasks) because it requires attending to and interpreting students' engagement with technology. Current frameworks implicitly assume the practice includes noticing the ways students use tools (including technology tools) in their work, but do not explicitly highlight the role of the tool. While research has shown that using these frameworks supports preservice secondary mathematics teachers (PSTs) developing noticing practices, it has also shown that PSTs largely overlook students' technology engagement when they are working on technology‐enhanced tasks (
Understanding Preservice Teachers’ Noticing of Online Teaching.
The rapid move to online teaching brought about by the global pandemic highlighted the need for the educational research community to develop new conceptual tools for characterizing these environments. In this paper, we propose a conceptual framework Instructional Technology Triangle (ITT) which extends the instructional triangle of teachers, students, and content to include technology as a mediating mechanism. We use the ITT framework to analyze noticing patterns in the written reflection of a prospective secondary teacher, Nancy, who, over the course of one semester taught online four lessons integrating reasoning and proof . The fluctuations in Nancy’s noticing patterns, in particular, with respect to technology, shed light on her trajectory of learning to teach online and the role of reflective noticing in this process. We discuss implications for teacher preparation and professional development.
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- Award ID(s):
- 1941720
- NSF-PAR ID:
- 10406057
- Editor(s):
- Lischka, A. E.; Dyer, E. B.; Jones, R. S.; Lovett, J. N.; Strayer, J.; Drown, S.
- Date Published:
- Journal Name:
- The 44th Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education
- Page Range / eLocation ID:
- 1807-1816
- Format(s):
- Medium: X
- Sponsoring Org:
- National Science Foundation
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Abstract Journal for Research in Mathematics Education , 2010; 41(2):169–202). In this article, we describe our adaptation of Jacobs et al.'s framework for teacher noticing student mathematical thinking to include a focus on making students' technology‐tool engagement explicit when noticing in technology‐mediated environments, the Noticing in Technology‐Mediated Environments (NITE) framework. We describe the theoretical foundations of the framework, provide a video case example, and then illustrate how the framework can be used by mathematics teacher educators to support PSTs' noticing when students are working in technology‐mediated environments. -
de Vries, E. ; Hod, Y. ; Ahn, J. (Ed.)We explore how a Teacher Action Planner (TAP) that synthesizes student ideas impacts teacher noticing. The TAP uses Natural Language Processing (NLP) to detect student ideas in written explanations. We compared teacher noticing while using the TAP to noticing when reviewing student explanations. The TAP helped teachers deepen their analysis of student ideas. We did not see any impact on immediate instructional practice. We propose redesigns to the TAP to better connect noticing to instruction.more » « less
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Abstract How teachers attend to and interpret positive relational interactions shapes how they enact instructional practices for equity. We draw on frameworks from equitable mathematics instruction, relational interactions, and teacher noticing to conceptualize mathematics teachers’ relational noticing. Using noticing interview and classroom observation data from a research collaborative between secondary mathematics teachers and university-based teacher educators, we document the range and diversity of ten teachers’ relational noticing. We use this analysis to examine how teachers’ relational noticing supports enacting equitable instructional practices. Our findings indicate five themes of teachers’ relational noticing that are informed by their personal histories, understanding of dominant narratives of mathematics education, and their local sociopolitical school context. Additionally, teachers enacted a range of practices for creating positive relational interactions, with attending to student thinking being the most enacted practice. Our findings suggest that mathematics teachers’ relational noticing can support the three axes of equitable instruction.
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This paper examines how 17 secondary mathematics teacher candidates (TCs) in four university teacher preparation programs implemented technology in their classrooms to teach for conceptual understanding in online, hybrid, and face to face classes during COVID-19. Using the Professional Development: Research, Implementation, and Evaluation (PrimeD) framework, TCs, classroom mentor teachers, field experience supervisors, and university faculty formed a Networked Improvement Community (NIC) to discuss a commonly agreed upon problem of practice and a change idea to implement in the classroom. Through Plan-Do-Study-Act cycles, participants documented their improvement efforts and refinements to the change idea and then reported back to the NIC at the subsequent monthly meeting. The Technology Pedagogical Content Knowledge framework (TPACK) and the TPACK levels rubric were used to examine how teacher candidates implemented technology for Mathematics conceptual understanding. The Mathematics Classroom Observation Protocol for Practices (MCOP2) was used to further examine how effective mathematics teaching practices (e.g., student engagement) were implemented by TCs. MCOP2 results indicated that TCs increased their use of effective mathematics teaching practices. However, growth in TPACK was not significant. A relationship between TPACK and MCOP2 was not evident, indicating a potential need for explicit focus on using technology for mathematics conceptual understanding.more » « less
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These data are for 17 secondary mathematics teacher candidates (TCs) in four university teacher preparation programs, who implemented technology in their classrooms to teach for conceptual understanding in online, hybrid, and face-to-face classes during COVID-19. Using the Professional Development: Research, Implementation, and Evaluation (PrimeD) framework, a Networked Improvement Community (NIC) was formed by teacher candidates, classroom mentor teachers, field experience supervisors, and university faculty to discuss a commonly agreed upon problem of practice and a change idea to implement in the classroom. Through Plan-Do-Study-Act cycles, participants documented their improvement efforts and refinements to the change idea and then reported back to the NIC at the subsequent monthly meeting. The Technology Pedagogical Content Knowledge framework (TPACK) and the TPACK levels rubric (Lyublinskaya & Tournaki, 2011) were used to examine how teacher candidates implemented technology for Mathematics conceptual understanding. The Mathematics Classroom Observation Protocol for Practices (MCOP^2; Gleason, Livers, & Zelkowski, 2015) was used to further examine how effective mathematics teaching practices (e.g., student engagement) were implemented by TCs.more » « less
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