Theorizing Reciprocal Noticing with Non-dominant Students in Mathematics
In this paper, I theorize reciprocal noticing as a relational practice through which teachers and students exchange roles as knowers by reciprocating each other’s noticing as they study mathematics concepts. Findings from a unit on measuring time implemented in two classrooms with non-dominant students illustrate how teachers and students—through their reciprocal noticing—mobilize concepts back to previous understandings and forward to possible new meanings.
In this paper, the author theorizes reciprocal noticing as a relational practice through which teachers and students exchange roles as knowers by reciprocating each other’s noticing as they study mathematics concepts.