RUME 28
2026
Alexandria, Virginia
From Noticing to Reflection: Graduate Teaching Assistants’ Experiences With Written Classroom Accounts
Page: 1251
Noticing is the first step to reflective teaching. Mathematics graduate teachers (MGTs) used ‘brief-but-vivid’ classroom accounts to reflect on teaching, documenting weekly moments and discussing them in facilitated groups. Two major themes emerged: (1) Collaborative Learning and Shared Reflection, where peer interaction fostered camaraderie, accountability, and co-construction of professional knowledge; and (2) Capturing Fleeting Moments, emphasizing subtle classroom dynamics, student behavior, and practical strategies. Participants focused more on pedagogy than content, highlighting early instructors’ priorities. Findings demonstrate that socially mediated reflection shapes teaching identity, informs instructional decisions, and links individual noticing to collective learning, with implications for designing more effective teaching professional development.