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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.more » « less
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Abstract Quantitative measures in mathematics education have informed policies and practices for over a century. Thus, it is critical that such measures in mathematics education have sufficient validity evidence to improve mathematics experiences for students. This article provides a systematic review of the validity evidence related to measures used in elementary mathematics education. The review includes measures that focus on elementary students as the unit of analyses and attends to validity as defined by current conceptions of measurement. Findings suggest that one in ten measures in mathematics education include rigorous evidence to support intended uses. Recommendations are made to support mathematics education researchers to continue to take steps to improve validity evidence in the design and use of quantitative measures.more » « less
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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.more » « less
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