Students and Teachers Mobilizing Mathematical Concepts through Reciprocal Noticing
This article elaborates a theoretical, methodological, and analytical approach intended to highlight the materiality and reciprocity of noticing in mathematics classrooms. Drawing from highly resonant concepts from materialism and Indigenous Knowledges—two perspectives that researchers rarely bring into dialogue—this alternative approach explores the reciprocal, material, and more-than-human nature of noticing. By focusing on the role of movement in noticing, the approach discusses the indivisibility of sensing and making sense as students and teachers mobilize mathematical concepts.
This article elaborates a theoretical, methodological, and analytical approach intended to highlight the materiality and reciprocity of noticing in mathematics classrooms.