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Making Visible the Relationship Between Teachers’ Noticing for Equity and Equitable Teaching Practice

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Book cover Teacher Noticing: Bridging and Broadening Perspectives, Contexts, and Frameworks

Part of the book series: Research in Mathematics Education ((RME))

Abstract

This study examines mathematics teachers’ noticing for equity. Noticing for equity is a critically important practice given research that documents how particular groups of students feel more or less empowered to take up ambitious mathematics practices. We conducted classroom observations and a series of noticing interviews with four secondary mathematics teachers nominated as exceptional equitable mathematics teachers. Using qualitative methods, we conducted a cross-case analysis to identify common instructional practices these teachers enacted to close participation gaps in their classrooms, as well as the associated ways of noticing during instruction. These findings document the intricate relationship between what teachers committed to equitable mathematics instruction attend to, how they reason about observed phenomena, and how they use this information to make instructional decisions.

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Authors and Affiliations

  1. University of California, Irvine, CA, USA

    Elizabeth A. van Es & Janet Mercado

  2. University of Colorado Boulder, Boulder, CO, USA

    Victoria Hand

Authors
  1. Elizabeth A. van Es
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  2. Victoria Hand
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  3. Janet Mercado
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Corresponding author

Correspondence to Elizabeth A. van Es .

Editor information

Editors and Affiliations

  1. Morehead State University, Morehead, Kentucky, USA

    Edna O. Schack

  2. University of Kentucky, Lexington, Kentucky, USA

    Molly H. Fisher

  3. STEM Education, University of Kentucky, Lexington, Kentucky, USA

    Jennifer A. Wilhelm

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van Es, E.A., Hand, V., Mercado, J. (2017). Making Visible the Relationship Between Teachers’ Noticing for Equity and Equitable Teaching Practice. In: Schack, E., Fisher, M., Wilhelm, J. (eds) Teacher Noticing: Bridging and Broadening Perspectives, Contexts, and Frameworks. Research in Mathematics Education. Springer, Cham. https://doi.org/10.1007/978-3-319-46753-5_15

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  • DOI: https://doi.org/10.1007/978-3-319-46753-5_15

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  • Publisher Name: Springer, Cham

  • Print ISBN: 978-3-319-46752-8

  • Online ISBN: 978-3-319-46753-5

  • eBook Packages: EducationEducation (R0)

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