ORCID
Bondurant: https://orcid.org/0000-0001-8069-2382
MSU Affiliation
College of Education; Department of Teacher Education and Leadership
Creation Date
2025-07-22
Abstract
We aim to expand units coordination and construction assessment by examining the significance of embodiment and teacher noticing, especially in relation to recent developments in equitable mathematics teacher noticing research. We outline our approach as mathematics teacher educators with a wide range of expertise, wherein we investigated how prospective elementary mathematics teachers (PTs) notice students' units construction and coordination through embodied actions and the impact of incorporating a focus on embodiment in assessment. We also address how expanding the understanding of units coordination and construction assessment through embodied noticings can create more equitable classroom spaces. The study emphasizes the need to overcome deficit framing and narrow interpretations in teacher noticing, encouraging teachers to consider students' embodied utterances as cognitive evidence and value nonverbal mathematical actions beyond traditional algorithmic perspectives.
Publication Date
7-22-2025
Publication Title
Journal of Practitioner Research
Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License
Recommended Citation
Bertolone-Smith, Claudia; Troup, Jonathan; Bondurant, Liza; Moss, Diana; and Soto, Hortensia (2025) "Expanding the Role of Embodiment and Teacher Noticing in Units Coordination and Construction,"Journal of Practitioner Research: Vol. 10 : Iss. 1 , Article 1. Available at: https://digitalcommons.usf.edu/jpr/vol10/iss1/1
