This study examines potential bias with respect to perceived gender and ethnicity in preservice teachers’ professional noticing of children’s mathematical thinking. The goal of the study was to explore how, and to what extent bias emerges within pre-service teachers’ professional noticing of children of differing perceived races and genders. Our findings suggest that bias tends to emerge in the interpreting phase of professional noticing; however, such emergence did not appear to vary in conjunction with the perceived ethnicity and gender of the student. Further, our findings suggest that the inclusion of visual imagery (i.e. photos) influence the manifestation of bias among preservice teachers to some degree when professionally noticing in the context of a written case.
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Connections Between Pre-service Teachers’ Professional Noticing and Perceptions of Race and/or Gender
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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- Award ID(s):
- 1914810
- PAR ID:
- 10548146
- Publisher / Repository:
- Education and Society
- Date Published:
- Journal Name:
- Education and Society
- Volume:
- 41
- Issue:
- 2
- ISSN:
- 0726-2655
- Page Range / eLocation ID:
- 49 to 67
- Format(s):
- Medium: X
- Sponsoring Org:
- National Science Foundation
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Abstract Research incorporating either eye-tracking technology or immersive technology (virtual reality and 360 video) into studying teachers’ professional noticing is recent. Yet, such technologies allow a better understanding of the embodied nature of professional noticing. Thus, the goal of the current study is to examine how teachers’ eye-gaze in immersive representations of practice correspond to their attending to children’s mathematics. Using a mixed methods approach, we incorporated eye-tracking technology embedded within a virtual reality environment to compare novice and expert teachers’ gaze duration with quality of professional noticing. Findings and results both corroborate and extend previous research evidence about important differences in professional noticing between expert and novice teachers. Specifically, the amount of experience, and thus familiarity, teachers have with being in a classroom may affect their physical movement in both real and virtual representations of practice. Additionally, findings and results emphasize the importance of teachers’ visual focus on students’ doing of mathematics across the classroom.
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Lamberg, T. (Ed.)This paper focuses on the trajectories of two mathematics teachers in developing Political Conocimiento through one year of Professional Development (PD) on culturally responsive mathematics teaching. The PD was organized around teacher and student noticing, positionality, community partnerships and action research. The study found that the teachers’ discourse practices shifted from whiteness pedagogies towards politicized notions of schooling, caring, and mathematics learning. The paper discusses the dominant ideologies that teachers reproduced in their discourses around mathematics education and interactions with students. It also illustrates the teachers’ trajectories of Political Conocimiento through the deconstruction of the role that race plays in their positionalities, their classrooms, and school.more » « less
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Abstract The framework of professional noticing describes three components (attending, interpreting, and deciding) that allow teachers to better understand the thinking of their students. Via this method, teachers attend to their classroom by observing relevant cues from students, interpret these cues based on their knowledge of student development, and decide how best to proceed in their lesson. This study utilized an open‐response survey to collect data regarding the professional noticing skills, physics and mathematics content knowledge, and teaching experience of Science, Technology, Engineering, and Mathematics graduate students. Participants were given a physics and calculus problem to solve to assess their level of content knowledge and then watched a video‐based scenario of a teacher and student discussing the same problems. After, participants were prompted to answer questions corresponding with the attending, interpreting, and deciding components of professional noticing. We found significant results that suggest teaching experience alone is not enough to employ professional noticing skills when attending physics scenarios, and that possessing content knowledge has a positive impact on professional noticing ability, both overall and within the components.
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Abstract Knowing how science teachers develop their professional knowledge has been a challenge. One potential way to determine the professional knowledge of teachers is through videos. In the study described here, the authors recruited 60 elementary and secondary science teachers, showed them one of two 10‐min videos, and recorded and analyzed their comments when watching the videos. The coding focused on their noticing of student learning, teacher's teaching, types of teaching practices, and the use of interpretative frames. The noticing data were collected and analyzed to determine the differences between groups of teachers. The findings from the analysis indicated that most science teachers noticed the instruction of teachers rather than the learning of students, and these noticing events were often focused on general instructional practices as opposed to the science practices emphasized in the
Next Generation Science Standards (National Research Council, 2013). The only difference between the teachers was in the area of evaluating the videos. Secondary science teachers and experienced elementary teachers were more likely to evaluate the videos than were novice elementary teachers. This may be a result of the knowledge base of the teachers. These results suggest a need for explicit reform‐based instruction and a revision of this research process.
- Free Publicly Accessible Full Text
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Accepted Manuscript1.0
- Journal Article:
- https://doi.org/10.7459/es/41.2.04
