Using Cases to Approximate the Cognitive Processes of Equitable Decision-Making Through Teacher Noticing

Approximations typically focus on interactive teaching practices that can be observed. However, case- based instruction can also approximate the unobserved cognitive process of equitable decision- making through teacher noticing. Preservice teachers can practice noticing strategic information in a case to recognize multiple perspectives, identify the pivotal moment a decision needs to occur, and then make decisions aligned with strong equity. The authors provide examples of two activities where case-based instruction was extended so preservice teachers could practice equitable decision- making through teacher noticing: Different Perspectives and Pivotal Moments. They close the chapter with recommendations on ways the field of mathematics teacher education can use case- based instruction to push boundaries in the research of approximations to practice equitable decision- making through teacher noticing that strengthens mathematics learning and builds positive mathematics identity.