Teacher noticing has been identified as central to enacting responsive and equitable mathematics instruction. Mathematics teachers' noticing is shaped by institutional and sociopolitical narratives and ideologies that persistently marginalize culturally, socially, linguistically, and neuro-diverse learners. Gaining insight into how one's noticing is related to these narratives can enable a teacher to identify and reflect on how they frame, attend to, and interpret classroom activity, and how that in turn can perpetuate or disrupt inequitable mathematics instruction. We conjectured that learning to systematically analyze and reflect on their own noticing can enable preservice mathematics teachers to develop their awareness of themselves as noticers to support more responsive and equitable instructional practice. Using data from summative assignments in a course focused on learning from teaching, we investigate whether and how preservice teachers (PSTs) take up frameworks for responsive and equitable teaching to narrate their noticing, and examine what their narrations reveal about how they frame mathematics instruction. Analysis reveals PSTs problematized instruction to adopt aspirational frames for equitable practice, while also re-narrating classroom interactions from dominant perspectives. These findings have implications for PSTs' learning to notice for equity and for designing teacher education experiences for this purpose.

中文翻译：

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“我的观察镜头扰乱了这种叙述”：职前数学教师作为观察者的自我意识

教师的注意力被认为是制定响应性和公平的数学教学的核心。数学教师的注意力受到制度和社会政治叙事和意识形态的影响，这些叙事和意识形态持续边缘化文化、社会、语言和神经多样化的学习者。深入了解一个人的注意与这些叙述之间的关系，可以使教师识别并反思他们如何构建、参与和解释课堂活动，以及这反过来会如何延续或破坏不公平的数学教学。我们推测，学习系统地分析和反思自己的注意可以使职前数学教师培养自己作为注意者的意识，以支持更具反应性和公平的教学实践。利用从教学中学习的课程中总结性作业的数据，我们调查了职前教师（PST）是否以及如何采用响应性和公平教学的框架来叙述他们的注意，并检查他们的叙述揭示了他们如何构建数学教学。分析表明，PST 的教学存在问题，旨在采用公平实践的理想框架，同时还从主导角度重新叙述课堂互动。这些发现对于 PST 学习注意公平性以及为此目的设计教师教育体验具有重要意义。