Multimodal Microanalysis: Extending Professional Noticing Through Embodied Cognition

Authors

• Diana L. Moss, University of Nevada, Reno
• Claudia Bertolone-Smith, California State University, Chico
• Jonathan Troup, California State University, Bakersfield
• Liza Bondurant, Mississippi State UniversityFollow

ORCID

Bondurant: https://orcid.org/0000-0001-8069-2382

MSU Affiliation

College of Education; Department of Teacher Education and Leadership

Creation Date

2026

Creation Date

2026-10-26

Abstract

Professional noticing frameworks have significantly shaped how mathematics educators attend to, interpret, and respond to student thinking. However, traditional approaches often privilege verbal and written forms of expression, potentially overlooking tacit and embodied dimensions of reasoning. In this methodological brief, we introduce multimodal microanalysis, an approach that integrates professional noticing, embodied cognition, and microanalytic methods to systematically examine gesture, gaze, posture, and material interaction alongside speech. Using a cognitive interview with a second-grade student reasoning about even and odd numbers, we illustrate how sequencing attention to embodied and verbal modes reveals dimensions of mathematical thinking that are often missed. This brief highlights the methodological design and analytic insights that emerged from closely examining multimodal data. We argue that multimodal microanalysis advances professional noticing by offering a structured and replicable method for capturing tacit, embodied knowledge in mathematics learning.

Keywords

teacher noticing, research methods, mathematical representations, teacher educators

Publication Date

Fall 10-14-2026

Publication Title

Proceedings of the Forty-Eighth Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education

Publisher

Brigham Young University

First Page

1772

Last Page

1776

Rights

© 2026 The Authors

Recommended Citation

Moss, D., Bertolone-Smith, C., & Troup, J., & Bondurant, L. (2026). Multimodal microanalysis: Extending professional noticing through embodied cognition. In K. Leatham, Peterson, B., Siebert, D., & Teuscher, D. (Eds.). Forty-eighth annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education. Brigham Young University. 1772-1776.