Exploring deficit-based and strengths-based framings in noticing student mathematical thinking

Abstract

This study explores prospective teachers’ framings in noticing students’ mathematical thinking. A course was designed to engage prospective teachers in critical reflection of their framings and to encourage strengths-based framings when noticing students’ mathematical thinking. Responses to noticing tasks during the first and last session of the course were analysed to identify what aspects prospective teachers pay attention to, what stances they adopt when interpreting, and what instructional moves they propose in responding to students’ mathematical thinking. On this basis, prospective teachers’ framings were characterised as deficit-based or strengths-based. The results show that prospective teachers shifted from deficit-based framings to strengths-based framings, and specific changes in prospective teachers’ noticing are discussed.