Teacher Noticing Goes to College
The Noticing in Mathematics for Student Success (NIMSS) Project, funded by the National Science Foundation (IUSE Program) is entering its second year and engaging faculty, graduate teaching assistants and undergraduate learning assistants in learning to notice to improve the learning experiences of mathematics majors enrolled in proof-transition courses at UCI. Through a partnership between PI Dr. Santagata and co-PIs Dr. Pantano and Dr. Pelayo, Professors of Teaching in the Mathematics Department, project NIMSS aims to support instructional practices that are attentive and responsive to student mathematical thinking and sense-making while also promoting affirming and inclusive classroom spaces.
In 2022, the Center’s research projects have involved 7 faculty members, 3 postdocs, 15 graduate and 26 undergraduate student researchers and we have continued to learn from our 25 alumni who graduated from the UCI PhD program and are impacting research and practice across the country.
Through either an in person or online option, Dr. Santagata and PhD students Patricia Fuentes and Christina Kimmerling are testing a version of the video-supported noticing curriculum with 16 participants from the Math Department. Undergraduate research assistant, Vicente Sandoval, records interactions for future analysis of noticing discourse.
The ultimate goal is to disseminate a tested video-supported curriculum that mathematics departments can use to engage their instructional teams in learning to notice.Prior testing has involved faculty and PhD students from Italy and Australia who attended a Summer School organized by project Video-Analysis for Quality Teaching in Higher Education at University of Bologna, Italy: https://site.unibo.it/vahe/en/dissemination-and-events/summer-school-2022
The project draws on 20 years of research on teacher noticing conducted with K-12 teachers and examines the adaptation of the construct of noticing to the college setting.
Three recent publications summarize findings of a systematic review of research on teacher noticing that Dr. Santagata has completed in collaboration with international scholars from Germany, Australia, and China.
Santagata, R., König, J., Scheiner, T., Nguyen, H., Adleff, A.K., Yang, X., & Kaiser, G. (2021). Mathematics Teacher Learning to Notice: a Systematic Review of Studies of Video-Based Programs. ZDM – Mathematics Education. https://doi.org/10.1007/s11858-020-01216-z
König, J., Santagata, R., Scheiner T., Adleff, A.K., Yang, X., & Kaiser, G. (2022). Teacher noticing: A systematic literature review of conceptualizations, research designs, and findings on learning to notice, Educational Research Review, Vol 36,100453, https://doi.org/10.1016/j.edurev.2022.100453.
Weyers, J., König, J., Santagata, R., Scheiner, T. & Kaiser, G. (2023). Teacher noticing: A systematic literature review on standardized instruments. Teaching and Teacher Education, Vol.122, 103970. https://doi.org/10.1016/j.tate.2022.103970