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Examining teachers' relational noticing: promoting equity through positive interactions in mathematics education

Artigo2024

Joshua Rey Mendez ORCID; Elizabeth A. van Es ORCID

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Resumo

Abstract How teachers attend to and interpret positive relational interactions shapes how they enact instructional practices for equity. We draw on frameworks from equitable mathematics instruction, relational interactions, and teacher noticing to conceptualize mathematics teachers’ relational noticing. Using noticing interview and classroom observation data from a research collaborative between secondary mathematics teachers and university-based teacher educators, we document the range and diversity of ten teachers’ relational noticing. We use this analysis to examine how teachers’ relational noticing supports enacting equitable instructional practices. Our findings indicate five themes of teachers’ relational noticing that are informed by their personal histories, understanding of dominant narratives of mathematics education, and their local sociopolitical school context. Additionally, teachers enacted a range of practices for creating positive relational interactions, with attending to student thinking being the most enacted practice. Our findings suggest that mathematics teachers’ relational noticing can support the three axes of equitable instruction.

Dados da obra

Tipo
Artigo
Periódico
Journal of Mathematics Teacher Education, v. 28, n. 7, p. 1541-1566
Editora
Springer Science+Business Media
Ano
2024 (2024-05-17)
Idioma
en
Palavras-chave
teacher noticing; mathematics teachers; high school mathematics; teacher professional development
Temas
Formação de Professores de Matemática
DOI
10.1007/s10857-024-09635-5
ISSN
1386-4416, 1573-1820
Licença
cc-by
Acesso
Acesso aberto
Fontes
OpenAlex
Na Biblioteca desde
01/10/2026 · verificada em 03/10/2026

Como citar

ABNT
MENDEZ, Joshua Rey; ES, Elizabeth A. van. Examining teachers' relational noticing: promoting equity through positive interactions in mathematics education. Journal of Mathematics Teacher Education, v. 28, n. 7, p. 1541-1566, 2024. DOI: https://doi.org/10.1007/s10857-024-09635-5.

APA

Mendez, J. R., & Es, E. A. v. (2024). Examining teachers' relational noticing: promoting equity through positive interactions in mathematics education. Journal of Mathematics Teacher Education, 28(7), 1541-1566. https://doi.org/10.1007/s10857-024-09635-5

BibTeX
@article{mendez2024,
  author = {Mendez, Joshua Rey and Es, Elizabeth A. van},
  title = {Examining teachers' relational noticing: promoting equity through positive interactions in mathematics education},
  year = {2024},
  journal = {Journal of Mathematics Teacher Education},
  volume = {28},
  number = {7},
  pages = {1541-1566},
  publisher = {Springer Science+Business Media},
  doi = {10.1007/s10857-024-09635-5},
  language = {en}
}
RIS
TY  - JOUR
AU  - Mendez, Joshua Rey
AU  - Es, Elizabeth A. van
TI  - Examining teachers' relational noticing: promoting equity through positive interactions in mathematics education
PY  - 2024
JO  - Journal of Mathematics Teacher Education
VL  - 28
IS  - 7
SP  - 1541
EP  - 1566
DO  - 10.1007/s10857-024-09635-5
LA  - en
ER  -

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