Author Biography
Dr. Claudia Bertolone-Smith is an associate professor in the School of Education at California State University Chico, where she teaches math methods courses to aspiring educators. She has 24 years of classroom experience in various education settings (rural, urban, alternative, and public). Her research involves helping to remove barriers to learning math, understanding how math identities are formed, and motivating students to engage in mathematics.
Abstract
We aim to expand units coordination and construction assessment by examining the significance of embodiment and teacher noticing, especially in relation to recent developments in equitable mathematics teacher noticing research. We outline our approach as mathematics teacher educators with a wide range of expertise, wherein we investigated how prospective elementary mathematics teachers (PTs) notice students' units construction and coordination through embodied actions and the impact of incorporating a focus on embodiment in assessment. We also address how expanding the understanding of units coordination and construction assessment through embodied noticings can create more equitable classroom spaces. The study emphasizes the need to overcome deficit framing and narrow interpretations in teacher noticing, encouraging teachers to consider students' embodied evidence and value mathematical actions beyond traditional algorithmic perspectives.
Recommended Citation
Bertolone-Smith, Claudia; Troup, Jonathan; Bondurant, Liza; Moss, Diana; and Soto, Hortensia
(2025)
"Expanding the Role of Embodiment and Teacher Noticing in Units Coordination and Construction,"
Journal of Practitioner Research: Vol. 10
:
Iss.
1
, Article 1.
Available at:
https://digitalcommons.usf.edu/jpr/vol10/iss1/1
Tables and Figures in order as they appear in the manuscript.
Included in
Curriculum and Instruction Commons, Elementary Education and Teaching Commons, Higher Education and Teaching Commons
