Towards a newer notion: noticing languages for mathematics content teaching

Abstract

In this report, we revise and connect our approaches to mathematics teacher noticing and to the classroom language of the teacher for content teaching in the attempt: 1) to articulate mathematics teacher education knowledge from research on noticing and on language around a newer notion of noticing languages for content teaching; and 2) to apply the articulated knowledge to the design of content-specific materials oriented towards enhancing the development of noticing processes with primary school student teachers in mathematics teacher training programmes. We propose processes of identification, interpretation and decision on languages for content teaching aimed at reducing school learning challenges, and developmental work at the levels of specialised word names and content-related explanatory and exemplifying sentences.