CAREER: Reciprocal Noticing: Latino/a Students and Teachers Constructing Common Resources in Mathematics

这个项目的目标是扩展注意的理论和方法结构，以发展相互注意的概念，这是一个教师和学生共同注意的过程。研究人员认为，通过相互注意，课堂可以成为更公平地学习数学的空间，特别是对语言学习者来说。因此，该项目的重点是发展相互注意的概念，以此作为在小学数学课堂上支持教师和拉丁裔/a学生之间更好互动的一种方式。该项目采用了一种变革性的教学实验方法，并以最初的猜想为指导，即为了使数学课堂成为具有智力吸引力的场所，拉丁裔/a学生和教师需要学会开发用于教和学数学的共同资源，作为一个过程，相互注意支持教师和学生开发用于教和学数学的共同资源。该项目设计围绕两个研究问题：教师和拉丁裔/a学生如何相互调谐对方的数学思想，并明确表明他们的思想对在以相互注意为特征的课堂上促进数学推理的话语是多么重要？当教师和拉丁裔/a学生进行相互注意时，四个教室会出现什么模式？相互注意的概念可以显著促进数学教育中关于教师注意重要性的新研究。此外，这个修订后的注意概念可以改变数学课堂，以更好地支持英语学习者。国际倡议将把项目结果和视频纳入为职前小学教师提供的方法课程。

The goal of this project is to extend the theoretical and methodological construct of noticing to develop the concept of reciprocal noticing, a process by which teacher and student noticing are shared. The researcher argues that through reciprocal noticing the classroom can become the space for more equitable mathematics learning, particularly for language learners. Thus, the focus of the project is on developing the concept of reciprocal noticing as a way to support better interactions between teachers and Latino/a students in elementary mathematics classrooms. The project uses a transformative teaching experiment methodology and is guided by the initial conjectures that to make mathematics classrooms intellectually attractive places, Latino/a students and teachers need to learn to develop common resources for teaching and learning mathematics, and that reciprocal noticing as a process supports teachers and students in developing these common resources for teaching and learning mathematics. The project design centers around two research questions:How do teachers and Latino/a students tune to each other's mathematical ideas and explicitly indicate to one another how their ideas are important for discourse that promotes mathematical reasoning in classrooms characterized by reciprocal noticing? What patterns emerge across four classrooms when teachers and Latino/a students engage in reciprocal noticing?The concept of reciprocal noticing can significantly enhance emerging research in mathematics education about the importance of teacher noticing. Further, this revised concept of noticing can transform mathematics classroom to better support English Language Learners.The PI will incorporate project findings and videos into methods courses for preservice elementary teachers.