More Like this

1. A STUDY OF WHAT STUDENTS FOCUS ON AND NOTICE ABOUT QUADRATIC FUNCTIONS REPRESENTATIONS DURING INSTRUCTION

   Hohensee, C.: Gartland; Ma, Y.; Acharya, S. (October 2023, Proceedings of the 45th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education)

   Lamberg, T; Moss, D. (Ed.)

   Student focusing and noticing, which drive reasoning, are important but under researched aspects of student learning. Quadratic functions representations are perceptually and conceptually complex and thus, offer much for students to focus on and notice. Our study compared a teacher’s goals for student focusing and noticing during quadratic functions instruction with what students actually focused on and noticed. Qualitative analysis revealed some alignment but also informative ways that the teacher’s goals and student outcomes for focusing and noticing were misaligned. These results will further the field’s understanding of how students learn about quadratic functions and may have implications for student focusing and noticing of other mathematics topics as well. 

   more » « less
2. Exploring the personal domain: Noticing task as a new method and descriptive analyses of change

   Schellinger, J.; Kaya, R. A.; Coker, R.; Southerland, S. A. (January 2023, National Association for Research in Science Teaching Annual Meeting 2023)

   A teacher’s noticing or their ability to see and interpret classroom events is an important component of their expertise. Examination of these noticings is a way to understand changes in their learning over time. In this research, we examine changes in teacher noticing of classroom instruction for two groups that participated in slightly different professional development experiences to understand how this PD shaped their personal domain of learning. Findings suggest that both programs shaped teacher noticing and learning but in different ways. 

   more » « less
3. Teacher noticing and student learning in human-AI partnered classrooms: A multimodal analysis

   Karumbaiah, S.; Borchers, C.; Falhs, A.; Holstein, K.; Rummel, N.; Aleven, V. (June 2023, International Society of the Learning Sciences)

   Blikstein, P.; Van Aalst, J.; Kizito, R.; Brennan, K. (Ed.)

   Past research shows that teacher noticing matters for student learning, but little is known about the effects of AI-based tools designed to augment teachers’ attention and sensemaking. In this paper, we investigate three multimodal measures of teacher noticing (i.e., gaze, deep dive into learning analytics in a teacher tool, and visits to individual students), gleaned from a mixed reality teacher awareness tool across ten classrooms. Our analysis suggests that of the three noticing measures, deep dive exhibited the largest association with learning gains when adjusting for students’ prior knowledge and tutor interactions. This finding may indicate that teachers identified students most in need based on the deep dive analytics and offered them support. We discuss how these multimodal measures can make the constraints and effects of teacher noticing in human-AI partnered classrooms visible. 

   more » « less
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. 

   more » « less
5. Designing approximations of practice: The case of teacher noticing

   Bailey, Nina G; McCulloch, Allison W; Dick, Lara K; Lovett, Jennifer N; Yalman_Özen, D; Cayton, C (August 2024, Journal of Educational Research in Mathematics)

   As a core practice, teacher noticing of students' mathematical thinking is foundational to other teaching practices. Yet, this practice is difficult for preservice teachers (PSTs), particularly the component of interpreting students' thinking (e.g., Teuscher et al., 2017). We report on a study of our design of a specific approximation of teacher noticing task with the overarching goal of conceptualizing how to design approximations of practice that support PSTs' learning to notice student thinking in technology-mediated environments with a specific focus on interpreting students' mathematical thinking. Drawing on Grossman et al.'s (2009) Framework for Teaching Practice (i.e., pedagogies of practice), we provided decomposed opportunities for PSTs to engage with the practice of teacher noticing. We analyzed how our design choices led to different evidence of the PSTs' interpretations through professional development design study methods. Findings indicate that the PSTs frequently interpret what students understood. Yet, they were more challenged by interpreting what students did not yet understand. Furthermore, we found that providing lesson goals and asking the PSTs to respond to a prompt of deciding how to respond had the potential to elicit PSTs' interpretations of what the students did not yet understand. The study highlights the interplay between task design, prompt wording, and PSTs' interpretations, which emphasizes the complexity of developing teacher noticing 

   more » « less