Using Teacher and Student Noticing to Understand Engagement during Secondary Mathematics Lessons

The purpose of this paper is to present a framework that illustrates teachers' and students' ways of noticing mathematical engagement. This framework offers clarity about the complexity of engagement, and it includes three elements: evaluations of the presence of engagement, descriptions of the nature of engagement, and features of the classroom that support or constrain engagement. We interviewed 30 sets of high school math teachers and focus groups of their students and asked them to reflect on students' engagement during a videotaped lesson from their classrooms. Results illustrate cases of how noticing of engagement between teachers and students can be shared. Cases of partially and minimally shared noticing of engagement suggest opportunities for teachers to learn about students' perspectives or how to communicate with students about their intentions to engage them. [For the complete proceedings, see ED630060.]