This project investigates and expands teachers' learning to notice in two important ways. First, the research expands beyond teachers' noticing of written and verbal thinking to attend to gesture and other aspects of embodied and multimodal thinking. Second, the project focuses on algebraic thinking and seeks specifically to understand how teacher noticing relates to the content of algebra. Bringing together multimodal thinking and the mathematical ideas in algebra has the potential to support teachers in providing broader access to algebraic thinking for more students.
Citations of DRK-12 or Related Work (DRK-12 work is denoted by *):
- Walkoe, J. & Luna, M. (in Press). What We Are Missing in Studies of Teacher Learning: A Call for Microgenetic, Interactional Analyses to Examine Teacher Learning Processes. Journal of the Learning Sciences.*
- Walkoe, J., Levin, M. (accepted). Seeds of algebraic thinking: Towards a research agenda that foregrounds the substance and form of children’s intuitive algebraic resources. For the Learning of Mathematics.*
- Walkoe, J., Sherin, M., & Elby, A. (2019). Video tagging as a window into teacher noticing. Journal of Mathematics Teacher Education. DOI 10.1007/s10857-019-09429-0.*
- Walkoe, J. & Levin, D. L. (2018). Using technology in representing practice to support preservice teachers’ quality questioning: The roles of noticing in improving practice. Journal of Technology and Teacher Education, 26(1), 127-147.*
- Walkoe, J. (2015). Exploring teacher noticing of student algebraic thinking in a video club. Journal of Mathematics Teacher Education, 18(6), 523-550. DOI 10.1007/s10857-014-9289-0.*