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A key aspect of professional noticing includes attending to students’ mathematics (Jacobs et al., 2010). Initially, preservice teachers (PSTs) may attend to non-mathematics specific aspects of a classroom before attending to children’s procedures and then, eventually their conceptual reasoning (Barnhart & van Es, 2015). Use of 360 videos has been observed to increase the likelihood that PSTs will attend to more mathematics-specific student actions. This is due to an increased perceptual capacity, or the capacity of a representation to convey what is perceivable in a scenario (Kosko et al., in press). A 360 camera records a classroom omnidirectionally, allowing PSTs viewing the video to look in any direction. Moreover, several 360 cameras can be used in a single room to allow the viewer to move from one point in the recorded classroom to another; defined by Zolfaghari et al., 2020 as multi-perspective 360 video. Although multiperspective 360 has tremendous potential for immersion and presence (Gandolfi et al., 2021), we have not located empirical research clarifying whether or how this may affect PSTs’ professional noticing. Rather, most published research focuses on the use of a single camera. Given the dearth of research, we explored PSTs’ viewing of and teacher noticing related to a six-camera multiperspective 360 video. We examined 22 early childhood PSTs’ viewing of a 4th grade class using pattern blocks to find an equivalent fraction to 3/4. Towards the end of the video, one student suggested 8/12 as an equivalent fraction, but a peer claimed it was 9/12. The teacher prompts the peer to “prove it” and a brief discussion ensues before the video ends. After viewing the video, PSTs’ written noticings were solicited and coded. In our initial analysis, we examined whether PSTs attended to students’ fraction reasoning. Although many PSTs attended to whether 8/12 or 9/12 was the correct answer, only 7 of 22 attended to students’ part-whole reasoning of the fractions. Next, we examined the variance in how frequently PSTs switched their camera perspective using the unalikeability statistic. Unalikeability (U2) is a nonparametric measure of variance, ranging from 0 to 1, for nominal variables (Kader & Perry, 2007). Participants scores ranged from 0 to 0.80 (Median=0.47). We then compared participants’ U2 statistics for whether they attended (or not) to students mathematical reasoning in their written noticing. Findings revealed no statistically significant difference (U=38.5, p=0.316). On average, PSTs used 2-3 camera perspectives, and there was no observable benefit to using a higher number of cameras. These findings suggest that multiple perspectives may be useful for some, but not all PSTs’. 

Understanding how to design online professional development environments that support mathematics teachers in developing mathematical and pedagogical knowledge is more important than ever. We argue that productive social and sociomathematical (SM) norms have benefits for teachers learning mathematics in online asynchronous collaboration and that particular patterns in interactions can create context for the emergence of such norms. We employed social network analysis to compare the emerging social networks of two iterations of an online asynchronous professional development course focused on functions to understand whether particular scaffolds can support the emergence of specific patterns of interactions. Results suggest that evidence-based noticing and wondering can impact the “small world” properties of a social network and associated potential for the emergence of social and SM norms. 

We report the results of an investigation into the factors that affect students’ learning from calculus instructional videos. We designed 32 sets of videos and assessed students’ learning with pre- and post-video questions. We examined how students’ engagement and self-identified ways of interacting with the videos connected to their learning. Our results indicate that there is a complicated relationship between the student, curriculum, instructional practices, and the video content, and that the effectiveness of instructional videos may be contextualized by both instructional practices and the extent to which the understandings supported in the videos are compatible with the meanings promoted during instruction. 

We report the results of an investigation into the factors that affect students’ learning from calculus instructional videos. We designed 32 sets of videos and assessed students’ learning with pre- and post-video questions. We examined how students’ engagement and self-identified ways of interacting with the videos connected to their learning. Our results indicate that there is a complicated relationship between the student, curriculum, instructional practices, and the video content, and that the effectiveness of instructional videos may be contextualized by both instructional practices and the extent to which the understandings supported in the videos are compatible with the meanings promoted during instruction. 

Administrators, educators, and stakeholders have faced the dilemma of determining the most effective type of data for informing instruction for quite some time (Pella, 2015). While the type of standardized assessment a teacher gives during instruction is often set at the district or state level, teachers often have autonomy in the formative and summative assessments that serve as the day-to-day tools in assessing a student’s progress (Abrams et al., 2016). Choices about in-class assessment and instruction are building blocks towards a student’s success on standardized assessments. The purpose of this phenomenological qualitative study is to explore how 4th-8th grade math teachers’ preparation and instructional practices are influenced by the types of assessments administered to their students in one school. Research questions are as follows: (a) How do 4th-8th grade math teachers describe the math assessments they use? (b) How do 4th-8th grade math teachers adjust their instructional practices as a result of their students completing formative, summative, and standardized math assessments? 

A way to evaluate an assessment’s worth is in its contributions to student learning (Cronbach, 1988). “Classrooms are complex social environments. Economic, language, cultural, and mental health issues are just some of the key variables that need to be considered in relation to students [learning]” (Leighton, 2020, p. 27). Teachers provide a unique influence on their students’ learning through their beliefs, content knowledge, and pedagogical content knowledge (Brookhart, 2003). A classroom’s social context is an area where teacher-created assessments differ from externally-developed standardized assessments. One goal of standardized testing is to eliminate psychometric noise like social contexts by attempting to account for factors not related to the construct being measured (AERA et al., 2014). On the other hand, teacher-created assessments are contextually relevant as they are developed with certain students in mind (Brookhart, 2003). Teacher-created assessments are more likely to align with a unique social context of a classroom. The purpose of this study is to explore middle grades math teachers assessment practices and impact on student learning.