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¶

Claim · All claims
Evidence · 1 study · causal r1 · q2
Currency · newest study 2024 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Per-episode paired t-tests showed significant increases (p < 0.05) in teachers' noticing in episodes 2, 3, 5, 7, and 9; increases occurred in all episodes except episode 6 (24 to 23, t = 0.22, not significant). → 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

q2 · i? · causal · r1

Series of two-tailed paired-samples t-tests per episode across 14 teachers, with per-episode pre/post counts in Table 4 (average total noticing rose from 10.7 to 24.1). Significance values and episode-level counts are printed; no standardized effect size is reported.

"In particular, we observed increases in dialogic utterances per all episodes but one (episode 6). In particular, we observed significant increases (p < 0.05) in teachers’ noticing of dialogue in episodes 2,3,5,7, and 9 (Table 4)."

Discussion¶

Related Claims¶

• 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 — related
• 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
• 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
• 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) — related