This paper investigates how an extracurricular Taxicab-geometry lab for secondary students functioned as a practice-based professional learning space for two in-service teachers. Observing an expert teacher, participating teachers developed professional noticing of student thinking and moves that support mathematical learning. Using the Attending–Interpreting–Deciding framework to analyse observation notes, debriefing dialogues, and reflective questionnaires, we found evidence that trajectory-based tasks, dynamic digital tools, and specific orchestration moves catalysed teacher noticing. Findings suggest that observing expert practice in authentic settings can shift teachers' professional stance toward designing principles for their own classrooms.
Mathematics teacher noticing: a situated Taxicab lab experience connecting research and practice-based teacher development
Annamaria Miranda;Loredana Saliceto
2026
Abstract
This paper investigates how an extracurricular Taxicab-geometry lab for secondary students functioned as a practice-based professional learning space for two in-service teachers. Observing an expert teacher, participating teachers developed professional noticing of student thinking and moves that support mathematical learning. Using the Attending–Interpreting–Deciding framework to analyse observation notes, debriefing dialogues, and reflective questionnaires, we found evidence that trajectory-based tasks, dynamic digital tools, and specific orchestration moves catalysed teacher noticing. Findings suggest that observing expert practice in authentic settings can shift teachers' professional stance toward designing principles for their own classrooms.I documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.
