Noticing for Equity in Written Work: Exploring One Teacher’s Student Work Analysis Practices
Author:
Affiliation:
1. Graduate School of Education, Stanford University, Stanford, USA
Funder
Institutional Review Board (Protocol IRB-54070) and all subjects consented to participate
Publisher
Informa UK Limited
Subject
Developmental and Educational Psychology,Education,General Mathematics
Link
https://www.tandfonline.com/doi/pdf/10.1080/10986065.2023.2223767
Reference53 articles.
1. Teacher Noticing of Mathematical Thinking in Young Children’s Representations of Counting
2. Toward a Framework for Research Linking Equitable Teaching With the Standards for Mathematical Practice
3. “Good” mathematics teaching for students of color and those in poverty: the importance of relational interactions within instruction
4. Open and Closed Mathematics: Student Experiences and Understandings
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1. Engagement with student written work as an instantiation of and proxy for how college calculus instructors engage with student thinking;The Journal of Mathematical Behavior;2024-12
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