Title: Teachers as Listeners of Student Noticing
Abstract: In many classrooms with racially diverse and socioeconomically disempowered students, instructional interactions remain unaffected by these students’ perspectives. In this presentation we will share initial findings that begin to illuminate the question: How do teachers use student noticing to transform instructional interactions in mathematics? We will highlight what two groups of students in a Lansing School District school notice about their experiences learning mathematics as well as the methods we developed with teachers to elicit student noticing. As we continue to investigate our research question, the views of teachers as listeners and as researchers gain importance.
CoIntegrate is a new speaker series, jointly sponsored by the CREATE for STEM Institute and the Program in Mathematics Education, designed to support internal networking among colleagues in the College of Natural Science, College of Education, and K-12 school partners interested in the teaching and learning of mathematics in K-16 settings.