"Promoting Rehumanizing Mathematics Through Embodied-Focused Noticing" by Liza Bondurant, Diana Moss et al.
 

College of Education (CoE) Publications

ORCID

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

Abstract

We are six math teacher educators (MTEs) with different lived experiences and areas of expertise. As critically conscious MTEs, we acknowledge that social, cultural, and political factors impact our noticings (Louie et al., 2021; Seda & Brown, 2021). We believe our differences strengthened this collaborative self-study because our diverse perspectives pushed us to broaden our noticings. We embarked on this collaboration due to a common problem of practice. The preservice mathematics teachers (PSTs) we work with often notice from a narrow or deficit perspective, exclusively attending to only what students say or write, often ignoring valuable embodiment evidence. Our collaborative self-study draws upon the literature on teacher noticing, rehumanizing mathematics, and embodiment. The conference theme of “Engaging All Learners” is embedded throughout this theoretical brief report in that we discuss that developing a broad assets-based perspective on noticing that considers student embodiment can promote rehumanizing mathematics for all levels of mathematics educators.

Publisher

PME-NA

DOI

https://doi.org/10.51272/pmena.45.2023

Publication Date

2023

College

College of Education

Department

Department of Teacher Education and Leadership

Keywords

teacher noticing, equity, inclusion, diversity

Disciplines

Education

Included in

Education Commons

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