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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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