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1. Investigating the Manifestations of Bias in Professional Noticing of Mathematical Thinking among Preservice Teachers

   https://doi.org/10.7916/jmetc.v11i1.6704  

   Thomas, J.; Marzilli, T.; Sawyer, B.; Jong, C.; Schack, E.O.; & Fisher, M.H. (April 2020, Journal of mathematics education at Teachers College)

   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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2. DEVELOPING POLITICAL CONOCIMIENTO: TRAJECTORIES OF MATHEMATICS TEACHERS

   Aguirre, B. (October 2023, Psychology of Mathematics Education)

   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. 

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3. Exploring the noticing of science teachers: What teachers' notice and using video to capture teacher knowledge

   https://doi.org/10.1111/ssm.12623  

   Luft, Julie_A; Huang, Yuxi; Singh, Harleen; Ozen‐Tasdemir, Hatice; DeLuca, Joe; Watson, Shelby; Ayano, Elizabeth; Whitworth, Brooke_A (November 2023, School Science and Mathematics)

   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 theNext 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. 

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4. 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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5. CS Teaching and Racial Identities in Interaction: A Case for Discourse Analytic Methods

   Hubbard Cheuoua, Aleata (August 2023, 2023 ACM Conference on International Computing Education Research)

   Motivation. Teachers can play a role in disrupting social inequities that are reflected in education, such as racial disparities in who succeeds in CS. Professional learning addressing inequities causes teachers to confront difficult topics, including how their own identities impact these problems. Understanding the differing ways teachers’ identities surface can provide insights into designing better supports for their professional learning. Objectives. The goal of this paper is to examine the teaching and racial identities of two secondary CS teachers who participated in professional learning focused on combining CS content and equity pedagogy. The second goal of this paper is to demonstrate how discourse analytic methods can be used to examine interviews and other interactional data. Method. Teachers were interviewed individually about their teaching identity, racial identity, and professional learning. Drawing on Bucholtz and Hall’s identity and interaction framework, interviews were examined for linguistic and discursive features reflecting positionality (i.e., how identity surfaces through the way individuals present themselves to and are perceived by others) and indexicality (i.e., various ways of referring to an identity). Results. Participants used personal deictics, quotative markers, code choice, and affective and epistemic stances when discussing and negotiating their identities with the interviewer. The data reflected ways teachers problematized questions about teaching identity, negotiated tensions in their disciplinary identities, found the topic of race difficult to address, and highlighted other aspects of their identities relevant to understanding and discussing race. Discussion. The study provides a demonstration of how discourse analytic methods can reveal nuances of teacher identity that may be overlooked with other qualitative approaches. Findings also revealed how teachers’ ethnic identities might be used as a lever in helping teachers discuss the difficult topic of race in education. Discourse analytic methods are encouraged for future CS education research focused on interactional analyses. 

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