Qualitative research partnership reveals that engaging with mind-body-spirit enhances learning in mathematics, suggesting new approaches to teaching.
Key Points
This research aims to explore how mind-body-spirit frameworks can enhance teacher noticing in mathematics education.
Conducted a qualitative research-practice partnership involving middle and secondary mathematics teachers, community members, and university researchers
Developed a mathematics teacher noticing-for-equity framework based on multi-site data collection
Engaged participants in mind-body-spirit sensing to understand its impact on teaching and learning.
Found that mind-body-spirit sensing expands the understanding of teacher noticing
Demonstrated that this approach promotes a relational aspect of teaching and learning
Highlighted the connection between body, history, and power dynamics in educational contexts.