Multidimensional Noticing for Equity: Theorizing Mathematics Teachers’ Systems of Noticing to Disrupt Inequities
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Teachers’ noticing of classroom activity shapes who is invited to participate, who is valued, and whose forms of knowing are included in mathematics classrooms. We introduce a framework for multidimensional noticing for equity that captures the stretch and expanse of teachers’ attention and sense making of the local, sociocultural, and historical aspects of mathematics classrooms. We use data from two teachers’ classrooms to illuminate how their noticing of students’ sociocultural selves, of the history of mathematics and schooling, and of students’ potential futures informs enactment of culturally sustaining instructional practice. We discuss this framework in relation to calls in mathematics education to create more equitable and affirming classroom spaces for youth.
Footnotes
The authors would like to thank the mathematics teachers who invited us into their classrooms and engaged in conversations with us about their practice. We would also like to acknowledge Elizabeth Mendoza for her careful insights and contributions throughout the analytic process.
This research was funded by the Spencer Foundation. The ideas presented here are those of the authors and do not reflect those of the funding agency.
Contributor Notes
Elizabeth A. van Es, School of Education, University of California–Irvine, 3455 Education, Irvine, CA 92697; evanes@uci.edu
