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Creators/Authors contains: "Fisher, M.H."

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  1. ; ; ; ; (, Proceedings of the 43rd Annual Meeting of PME-NA)
    Olanoff, D.; Johnson, K.; & Spitzer, S. (Ed.)
    In this paper, we describe the theory guiding the development of microlearning modules connecting noticing and equity in mathematics. Gutiérrez’s (2009) four dimensions of equity framework is used to inform the modules. The professional noticing of children’s mathematical thinking (Jacobs, Lamb, & Philipp, 2010) is also woven into the module development. We analyze data from preservice elementary teachers’ ideas about equity and responses to a video to inform our project and discuss the importance of making equity explicit in mathematics methods courses. Results indicate that preservice elementary teachers’ ideas of equity primarily fall into the dominant axes of access and achievement, but also show evidence of the critical axes of identity and power in responses to the classroom video. 
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    Accepted Manuscript Full Text Available
  2. ; ; ; ; ; (, 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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    Full Text Available