NOTICING STATUS IN SMALL GROUPS: ATTENDING VERSUS INTERPRETING.

Saved in:

Bibliographic Details
Title:	NOTICING STATUS IN SMALL GROUPS: ATTENDING VERSUS INTERPRETING.
Authors:	Jackson, Brent¹ bjackson@msu.edu, Pak, Byungeun¹ pakbyun1@msu.edu
Source:	Conference Papers -- Psychology of Mathematics & Education of North America. 11/14/2019, p1223-1227. 5p.
Subject Terms:	Education of mathematics teachers, Teacher development, Group work in education, Teaching methods, Small groups
Abstract:	This study explores how eleven prospective secondary mathematics teachers noticed status issues occurring small group while watching a video of mathematics instruction. Analysis of written noticings indicate that teachers’ noticings concentrate in attention with teacher, quantity of talk, access to space/tools, and displays of authority. Status deriving from larger social hierarchies (i.e. race and gender) was not included in participants written noticings to reason about the noticed interactions. Moreover, the characteristics of noticings varied whether a student positioned as lower status or higher status was more salient in the video. Implications for teacher educators are discussed. [ABSTRACT FROM AUTHOR]
	Copyright of Conference Papers -- Psychology of Mathematics & Education of North America is the property of Psychology of Mathematics & Education of North America and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database:	Education Research Complete

Description
Abstract:	This study explores how eleven prospective secondary mathematics teachers noticed status issues occurring small group while watching a video of mathematics instruction. Analysis of written noticings indicate that teachers’ noticings concentrate in attention with teacher, quantity of talk, access to space/tools, and displays of authority. Status deriving from larger social hierarchies (i.e. race and gender) was not included in participants written noticings to reason about the noticed interactions. Moreover, the characteristics of noticings varied whether a student positioned as lower status or higher status was more salient in the video. Implications for teacher educators are discussed. [ABSTRACT FROM AUTHOR]