Advancing Algebra Achievement Using Affordances of Classroom Connectivity Technology: The Case for Noticing through Discussion

This article reports on two aspects of a professional learning (PL) and research study. Twenty-five teachers participated in two-year PL program that sought to support implement classroom connectivity technology (CCT) their Algebra I classrooms. Students one school who learned with CCT outperformed peers without CCT. Therefore, we explored the practices teacher whose students attained higher achievement. There were several this teacher’s instruction created context for noticing potentially led significant difference First, describe foundational components established expectations lesson mini cycles provided consistent format students. We discuss work supported student noticing, including connections prior knowledge, task analysis, carefully curated lessons. Students’ observations codified conjectures they developed individually groups as well summaries engagement ways. The implications these results future are discussed.