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<p>This study explores the characteristics of four secondary school mathematics teachers’ orientations when noticing their students’ mathematical thinking using real-time learning analytics (LA) on a digital platform. Teachers conducted lessons using tasks that allowed students to generate mathematical examples that were automatically assessed and analyzed. The digital platform provides automated visual reports to support teachers’ interpretations of student responses. Before using LA, teachers tended to adopt a deficit-based view. Interaction with LA encouraged a shift toward strength-based noticing, highlighting students’ mathematical reasoning rather than their mistakes. Visualizations, such as grids and histograms, enable teachers to identify patterns and common mistakes, promoting a more inquiry-based and evidence-driven approach. While normative responses remained central, teachers began to recognize the value of unexpected work. The findings underscore the role of interactive LA tools in shaping teachers’ orientations when they notice their students’ work, thereby supporting more responsive, student-centered, and equity-focused practices.</p>

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From data to insight: teachers’ noticing of mathematical thinking through learning analytics

  • 期刊论文

  • 出版模式：

    开放获取

  • 发表日期：

    2026年4月15日

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  • Kholod Moed-Abu Raya,
  • Shai Olsher

摘要

This study explores the characteristics of four secondary school mathematics teachers’ orientations when noticing their students’ mathematical thinking using real-time learning analytics (LA) on a digital platform. Teachers conducted lessons using tasks that allowed students to generate mathematical examples that were automatically assessed and analyzed. The digital platform provides automated visual reports to support teachers’ interpretations of student responses. Before using LA, teachers tended to adopt a deficit-based view. Interaction with LA encouraged a shift toward strength-based noticing, highlighting students’ mathematical reasoning rather than their mistakes. Visualizations, such as grids and histograms, enable teachers to identify patterns and common mistakes, promoting a more inquiry-based and evidence-driven approach. While normative responses remained central, teachers began to recognize the value of unexpected work. The findings underscore the role of interactive LA tools in shaping teachers’ orientations when they notice their students’ work, thereby supporting more responsive, student-centered, and equity-focused practices.