Description:
In this presentation, a bilingual teacher and a mathematics teacher educator will share their experience teaching an estimation unit to a group of fourth grade bilingual Latino/a students. Although the unit was planned primarily to promote teacher noticing of student ideas (by inspecting student work), soon both teacher and researcher realized the importance of eliciting what students were noticing in the estimation tasks. For example, what appeared to be the students’ failure to grasp the rounding technique turned out to be multiple perspectives (elicited through student interviews) that reflected students’ logical thinking, selectivity, and sense making. Without this “other noticing” and without “noticing the other,” both teacher and students would have ended up feeling frustrated.