RUME 26
2024
Omaha, Nebraska
Embodied Noticing in Mathematics: Pre-Service Teachers’ Observations and Noticings
Page: 1312
We examine how embodiment-focused teacher noticing may contribute to rehumanizing mathematics assessment. We outline our approach as mathematics teacher educators (MTEs) wherein we investigated how prospective mathematics teachers (PTs) notice students' embodied actions with a focus on how (a) embodiment impacts assessment, and (b) assessment through embodied noticings can contribute to a rehumanizing of mathematics. 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.