Theorizing Mathematics Teacher Noticing for Equity Through Collaborative Design

Abstract

Research on equity in teacher noticing indicates the multi-dimensionality of teacher noticing and the sociopolitical awareness teachers employ to disrupt longstanding practices that persistently marginalize students from culturally, racially, and linguistically diverse communities. We draw on participatory design research to emphasize the value of theorizing with teachers, as methodologies that center practitioner expertise provide insight into the unique character of noticing and how it unfolds in local contexts. Informed by this perspective, we collaborated with mathematics teachers to jointly develop a model of noticing for equity rooted in their perspectives and experience. In doing so, we shed light on how noticing for equity is enacted in practice, bridging between theories of noticing and firsthand experiences of noticing and decision making that teachers engage in during instruction.