Teacher noticing in mathematics education : a review of recent developments
Journal article
Weyers, Jonas, König, Johannes, Scheiner, Thorsten, Santagata, Rossella and Kaiser, Gabriele Agnes Hildegard. (2024). Teacher noticing in mathematics education : a review of recent developments. ZDM: The International Journal on Mathematics Education. 56(2), pp. 249-264. https://doi.org/10.1007/s11858-023-01527-x
Authors | Weyers, Jonas, König, Johannes, Scheiner, Thorsten, Santagata, Rossella and Kaiser, Gabriele Agnes Hildegard |
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Abstract | The teacher noticing construct is widely recognized in teacher competence and education research, particularly in the field of mathematics education. This paper surveys recent research on mathematics teacher noticing published between July 2019 and 2022, following an earlier literature review on teacher noticing across different disciplines. The study presented here analyzed 118 English-language articles published in peer-reviewed journals, focusing on conceptualizations, research methods, and relationships with other constructs, including teacher knowledge and beliefs. The findings suggest that the cognitive-psychological perspective on noticing, which emphasizes a set of cognitive processes, remains the predominant conceptualization. Recent research on noticing is characterized by a high proportion of studies based on small samples and qualitative research methods. While several studies have demonstrated the interrelatedness of noticing and professional knowledge, the relationship between noticing and beliefs and between noticing and instructional quality has rarely been addressed. Based on these findings, we highlight noteworthy contributions and critical shortcomings, and suggest directions for future research. |
Keywords | Teacher noticing; Teacher professional vision; Teacher expertise; Mathematics education; Literature review |
Year | 01 Jan 2024 |
Journal | ZDM: The International Journal on Mathematics Education |
Journal citation | 56 (2), pp. 249-264 |
Publisher | Springer |
ISSN | 1863-9690 |
Digital Object Identifier (DOI) | https://doi.org/10.1007/s11858-023-01527-x |
Web address (URL) | https://link.springer.com/article/10.1007/s11858-023-01527-x |
Open access | Published as ‘gold’ (paid) open access |
Research or scholarly | Research |
Page range | 249-264 |
Publisher's version | License File Access Level Open |
Output status | Published |
Publication dates | |
May 2024 | |
Publication process dates | |
Accepted | 28 Sep 2023 |
Deposited | 24 Mar 2025 |
Additional information | © The Author(s) 2023, corrected publication 2023. |
This article is licensed under a Creative Commons Attribution 4.0 International License, which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons licence, and indicate if changes were made. The images or other third party material in this article are included in the article's Creative Commons licence, unless indicated otherwise in a credit line to the material. If material is not included in the article's Creative Commons licence and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder. To view a copy of this licence, visit http://creativecommons.org/licenses/by/4.0/ | |
Place of publication | Germany |
https://acuresearchbank.acu.edu.au/item/90wxq/teacher-noticing-in-mathematics-education-a-review-of-recent-developments
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Publisher's version
OA_Scheiner_2024_Teacher_noticing_in_mathematics_education_a.pdf | |
License: CC BY 4.0 | |
File access level: Open |
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