Teacher noticing in mathematics education: a review of recent developments-Reference-Cited by-同舟云学术

Teacher noticing in mathematics education: a review of recent developments

Published:2023-10-21 Issue: Volume: Page:
ISSN:1863-9690
Container-title:ZDM – Mathematics Education
language:en
Short-container-title:ZDM Mathematics Education

Author:

Weyers Jonas^ORCID,König Johannes^ORCID,Scheiner Thorsten^ORCID,Santagata Rossella^ORCID,Kaiser Gabriele^ORCID

Abstract

AbstractThe 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.

Funder

Universität zu Köln

Publisher

Springer Science and Business Media LLC

Subject

General Mathematics,Education

Link

https://link.springer.com/content/pdf/10.1007/s11858-023-01527-x.pdf

Reference81 articles.

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