The increase in noticing dialogue was accompanied by a decrease in noticing mathematical activity, described as attentional tunneling — a design consideration for integrated dialogue-plus-content noticing training¶

Claim · All claims
Evidence · 1 study · causal r1 · q1
Currency · newest study 2024 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q1 i? The authors report that gains in noticing dialogue co-occurred with an observed decrease in noticing mathematics, a phenomenon they identify as attentional tunneling. → Benzi Slakmon 2024

Evidence¶

Benzi Slakmon 2024¶

Benzi Slakmon, Rotem Abdu. (2024). Learning to notice collaboration: examining the impact of professional development on mathematics teachers’ enhanced awareness in CSCL settings. Intern. J. Comput.-Support. Collab. Learn 19:137–155. https://doi.org/10.1007/s11412-024-09423-6

q1 · i? · causal · r1

Author interpretation stated in the limitations and future research section, attributing the trade-off to attentional tunneling and calling for further study of when mathematics and dialogue noticing complement or exclude each other. No quantitative data on mathematics noticing are printed, so the report is observational and unquantified.

"the increase in noticing dialogue was accompanied by an observed decrease in noticing mathematical activity, a phenomenon also known as attentional tunneling (Wickens & Alexander, 2009). Further studies should focus on noticing mathematics and dialogue to understand when these facets complement or exclude each other."

Discussion¶

Related Claims¶

• The intervention significantly increased teachers' noticing of six dialogic attributes — persuasive interaction, one leads and another is led, agreement and collective attention, students have equal status, dialogic gap, and monologue — but not of dialogue-expansion attributes — related
• Dialogic noticing gains occurred in nearly all episodes — with significant increases in episodes 2, 3, 5, 7, and 9 — except episode 6, which did not change — related
• After a dialogic-focused professional development intervention, mathematics teachers noticed student dialogue significantly more, in both attending (83 to 170 cases) and responding (24 to 71 cases) — a broader claim this one bears on
• Individual trajectories varied: 9 of 14 teachers increased dialogic noticing per episode, while two teachers slightly decreased, which the authors attribute to limits of the nondirective intervention — related
• After the intervention, teachers' responses to dialogue focused on balancing student relations and eliciting dialogic gaps, yet some responses still promoted monologic narratives driven by mathematical correctness — related