Noticing to Advance Equity in Mathematics Classrooms

Event: Undergraduate Research Symposium
Date: May 18, 2019
Location: UCI Student Center
 
Presenters: Daniel Livingston, Dorothy Licorish
Mentors: Elizabeth Mendoza, Elizabeth van Es

Title: Noticing to Advance Equity in Mathematics Classrooms

Abstract

​In the field of mathematics education there is increasing interest in developing models toward the advancement of equitable teaching practices in the classroom. The CoATTEND project brings together mathematics teachers and community members to co-develop a noticing toward equity framework. Noticing, or the way teachers “read” the classroom in moment-to-moment interactions, is important because it can bring critical awareness to teachers’ classroom practices. We have collected data from content logged and coded classroom video observations, teacher noticing interviews, and professional development video club meetings. In this process, we identified three emerging patterns that we argue would move pre-service and current teachers toward honing their noticing practices to better serve students. First, we highlight the way teachers honor student perspectives by allowing for multiple paths to the right answer. Second, we pay attention to the “productive struggle” that arises in the process of problem solving, while acknowledging that constructive frustration is inevitable in learning mathematics. Third, we underscore the way teachers organize their classrooms and their noticing practices to center classroom dynamics, creating a stern yet amiable environment to establish discipline while fostering a non-competitive and collaborative environment. Taking steps toward constructing a practicable noticing framework is important for teacher education; and we argue it is imperative for mathematics teachers to be cognizant of their noticing practices. We conjecture that research on teacher noticing can have positive outcomes over time toward student academic growth.