NotesFAQContact Us
Collection
Advanced
Search Tips
Back to results
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1337999
Record Type: Journal
Publication Date: 2022-Mar
Pages: 19
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0021-8251
EISSN: N/A
Available Date: N/A
Multidimensional Noticing for Equity: Theorizing Mathematics Teachers' Systems of Noticing to Disrupt Inequities
van Es, Elizabeth A.; Hand, Victoria; Agarwal, Priyanka; Sandoval, Carlos
Journal for Research in Mathematics Education, v53 n2 p114-132 Mar 2022
Teachers' noticing of classroom activity shapes who is invited to participate, who is valued, and whose forms of knowing are included in mathematics classrooms. We introduce a framework for multidimensional noticing for equity that captures the stretch and expanse of teachers' attention and sense making of the local, sociocultural, and historical aspects of mathematics classrooms. We use data from two teachers' classrooms to illuminate how their noticing of students' sociocultural selves, of the history of mathematics and schooling, and of students' potential futures informs enactment of culturally sustaining instructional practice. We discuss this framework in relation to calls in mathematics education to create more equitable and affirming classroom spaces for youth.
National Council of Teachers of Mathematics. 1906 Association Drive, Reston, VA 20191. Tel: 800-235-7566; Tel: 703-620-9840; Fax: 703-476-2570; e-mail: publicationsdept@nctm.org; Web site: https://pubs.nctm.org/
Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
Author Affiliations: N/A