Mathematical Writing, Teacher Noticing, and Text Clubs

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Author(s): James P. Bywater (James Madison University, USA), Sarah Lilly (University of Virginia, USA)and Jennifer L. Chiu (University of Virginia, USA)
Copyright: 2024
Pages: 20
Source title: Illuminating and Advancing the Path for Mathematical Writing Research
Source Author(s)/Editor(s): Madelyn W. Colonnese (Reading and Elementary Education Department, Cato College of Education, University of North Carolina at Charlotte, USA), Tutita M. Casa (Department of Curriculum and Instruction, Neag School of Education, University of Connecticut, USA)and Fabiana Cardetti (Department of Mathematics, College of Liberal Arts and Sciences, University of Connecticut, USA)
DOI: 10.4018/978-1-6684-6538-7.ch006

Keywords: Information Science Reference / Library & Information Science / Research Methods

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Abstract

This chapter explores how using explanatory mathematical student writing artifacts can be used to position teachers to attend to, interpret, and respond to student mathematical thinking from an iterative and engaged stance. This chapter argues that as conceptualizations of teacher noticing shift from a view that is linear and detached to a view that is iterative and engaged, a corresponding shift should occur in the learning to notice activities that pre-service teachers engage in. The chapter proposes the idea of text clubs, and explores, with two illustrative examples, how pre-service teacher discussions that center explanatory mathematical student writing artifacts offer a potential alternative to the predominant role of video clubs that center teaching video artifacts, and how this approach may support the advancement of new paths for mathematical writing research.

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