In this paper, we propose a mathematics professional development tool designed to support teachers’ noticing for equity and improve their ability to provide powerful mathematics and an inclusive discourse community for each and every student. Used within the context of coaching cycles, this tool serves as a reflection guide for teachers to consider the extent to which all students had opportunities and access to rigorous mathematics and a discourse community and were engaged as doers and communicators of mathematics during a lesson. Our theoretical basis for the tool and iterative design process are described, followed by an example of its utility. We conclude with a discussion of what we learned from our retrospective analysis of our process.
Yilmaz, Z., Malzahn, K., Heck, D., Sztajn, P. & Shaver, E. (2024, November). Designing a tool for teacher noticing for equity in mathematics instruction. In K. W. Kosko, J. Cani-glia, S. A. Courtney, M. Zolfaghari, & G. A. Morris. Proceedings of the 46th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (pp. 1934-1943). Kent State University. https://www.pmena.org/pmenaproceedings/PMENA%2046%202024%20Proceedings.pdf