2022/03/01 by Elizabeth A. van Es, Victoria Hand, Priyanka Agarwal +1
paper · doi:10.5951/jresematheduc-2019-0018
crossref issued 2022/03/01 · crossref published 2022/03/01 · crossref published-print 2022/03/01 · crossref created 2022/05/13 · crossref deposited 2023/07/13 · crossref indexed 2026/07/28
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.