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.
The self as noticer: Supporting preservice teachers’ developing awareness.
Gaining insight into how one’s noticing shapes decision-making can enable a teacher to reflect on how they frame, interpret, and respond to classroom activity and disrupt the influence of dominant ideologies. Working in the context of teacher education, we conjectured that systematically analyzing and reflecting on their own noticing can enable preservice teachers (PSTs) in mathematics to develop more equitable practices. Using data from summative assignments in a course on advancing equitable teaching, we investigate how PSTs use lenses of equitable teaching to make sense of their noticing and develop conceptions of equity. Analysis reveals that PSTs engaged in meaningful reflection and adopted terms from the course but avoided discussing the sociopolitical dimensions of instruction. These findings have implications for course design and facilitation in the context of developing PSTs’ noticing for equity.
more »
« less
- Award ID(s):
- 1661164
- NSF-PAR ID:
- 10424825
- Editor(s):
- Lischka, A. E.; Dyer, E. B.; Jones, R. S.; Lovett, J. N.; Strayer, J.; Drown, S.
- Date Published:
- Journal Name:
- Proceedings of the 44th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education
- Page Range / eLocation ID:
- 1255-1264
- Format(s):
- Medium: X
- Sponsoring Org:
- National Science Foundation
More Like this
-
more » « less
Abstract -
The benefits of using video in teacher education as a tool for reflection and for developing professional expertise have long been recognized. Recent introduction of 360 video technology holds promise to extend these benefits as it allows prospective teachers to reflect on their own performance by considering the classroom from multiple perspectives. This study examined nine prospective secondary teachers’ (PSTs) noticing and self-reflection on the 360 recordings of their own teaching. The PSTs, enrolled in a capstone course Mathematical Reasoning and Proving for Secondary Teachers, taught a proof-oriented lesson to small groups of students in local schools while capturing their teaching with 360 video cameras. We analyzed the PSTs’ written comments on their video and reflection reports to identify the categories of noticing afforded by the 360 technology as well as the instances of PSTs’ learning. The results point to the powerful potential of 360 videos for supporting PSTs’ self-reflection and professional growth.more » « less
-
As a result of the increased inclusion of engineering and computer science standards for K-6 schools nationwide, there is a need to better understand how teacher educators can help develop preservice teachers’ (PSTs’) teaching self-efficacy in these areas. Ed+gineering provides novel opportunities for PSTs to experience teaching and learning engineering and coding content by building COVID-companion robots. Growing evidence supports robotics as a powerful approach to STEM learning for PSTs. In this study, Ed+gineering examined three cases to explore this overarching question: In what ways did PSTs’ virtual robotics project experience develop their self-efficacy for teaching engineering and coding? Three PST cases were examined, within the context of their work with other team members (i.e., undergraduate engineering student(s), 5th graders). To understand each of three PSTs’ virtual robotics project experiences, multiple data sources were collected and analyzed which includes mid- and post-semester CATME, end of course short-answer reflections, follow up interviews (including a modified Big Five personality inventory), and Zoom session recordings. Elementary PSTs Brenda, Erica, and Sarah experienced various levels of commitment and engagement in their five Zoom sessions. These factors, along with other personal and external influences, contributed to Bandura’s four identified sources of self-efficacy. This study examines these contributing factors to create an initial working model of how PSTs develop teaching self-efficacy. In this conference session, science teacher educators will learn more about this model and pedagogical decisions that seemed to influence PST’s self-efficacy for teaching engineering and computer science.more » « less
-
Preservice teachers (PSTs) need to be able to use ambitious teaching practices to help support their students’ productive engagement in scientific practices such as analyzing and interpreting data or using evidence-based reasoning to support their claims. Approximations of practice are one way in which teacher educators can support their PSTs to develop their skills in enacting ambitious teaching practices. In this study, we report on the use of a suite of three online, simulated approximations of practice where secondary PSTs practiced facilitating discussions focused on engaging students in argumentation. Using information from both PSTs’ and teacher educators’ perspectives, we examined their main takeaways from each simulation experience, how learning from one simulation was used to prepare for the next simulation, PSTs’ perception of the simulations’ authenticity, and their views about whether they would recommend using this online suite of simulations in future teacher preparation courses. Findings suggested that teacher educators and PSTs alike noted a variety of main takeaways, including understanding the importance of planning and asking good questions. Furthermore, they recommended the suite for use in future teacher education courses. Implications of the work for productively integrating online simulations into teacher education settings are discussed.more » « less
-
Chinn, C. ; Tan, E. ; Chan, C. ; Kali, Y. (Ed.)Effective teaching relies on practices of reflection and inquiry that must be cultivated throughout teachers’ careers. Professional development (PD) can support those practices by positioning participants to develop and build on insights. Using data from a PD program focused on teacher noticing for equity, we draw on practice theory to identify the process and associated practices that emerged through participation in collaborative inquiry. Analysis reveals three phases of activity, consisting of interrelated practices that drove insight-based learning: building awareness, collaborative exploration, and learning through design. Through engaging in this process, participants made unconscious aspects of teaching visible that allowed participants to deepen and expand their insights, and through design, articulated new insights and situated their learning back in the context of their teaching. These findings have implications for designing PD that prioritizes participants’ agency to cultivate practices of reflection and inquiry.more » « less
- Free Publicly Accessible Full Text
-
Accepted Manuscript1.0
- Conference Paper:
- The DOI is not currently available.
