College of Education Publications and Scholarship
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
Recommended Citation
Bondurant, L., Moss, D., Bertolone-Smith, C., Poling, L., Soto, H., & Troup, J. (2023). Promoting rehumanizing mathematics through embodied-focused noticing. In T. Lamberg, & D. Moss (Eds.). Proceedings of the forty-fifth annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education. University of Nevada, Reno, 514-519. https://doi.org/10.51272/pmena.45.2023