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Abstract 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 (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.
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This content will become publicly available on March 1, 2026
Investigating Student Noticing of Quantitative Reasoning in Introductory Biology Labs
Quantitative reasoning (QR) is a key part of biology. Here, we apply the theoretical framework of student noticing to investigate into how students learn QR in an intro bio lab course. Using observations and interviews, we characterize what students notice when working with QR, their depth of noticing, and the factors that shape their noticing.
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- Award ID(s):
- 2225255
- PAR ID:
- 10655616
- Editor(s):
- Andrews, Tessa
- Publisher / Repository:
- CBE-Life Sciences Education
- Date Published:
- Journal Name:
- CBE—Life Sciences Education
- Volume:
- 24
- Issue:
- 1
- ISSN:
- 1931-7913
- Format(s):
- Medium: X
- Sponsoring Org:
- National Science Foundation
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