Mathematics Teacher Noticing Frameworks: Tensions and Synergies across Foundations, Forms, and Functions

Artigo2026

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Resumo

Mathematics teacher noticing has attracted sustained research attention across diverse theoretical traditions, yet systematic analyses clarifying the internal logic of competing frameworks and the conditions for productive dialogue remain scarce. This paper analyzes mathematics teacher noticing frameworks from cognitive, socio-cultural, and ecological-embodied perspectives through the Foundation-Form-Function (3F) analytical lens--which examines theoretical assumptions, conceptual organization, and functional capabilities--revealing how theoretical commitments translate into methodological choices and research priorities. Results from pairwise comparisons show that while some theoretical differences generate enduring tensions, others create productive opportunities for selective coordination. Rather than proposing a synthesis, we identify specific domains of complementary insight alongside areas where foundational assumptions constrain dialogue. Our analysis equips researchers with refined tools for framework comparison, deepens understanding of teacher noticing while preserving theoretical diversity, and yields principled guidance for teacher educators seeking to cultivate comprehensive noticing expertise across cognitive, socio-cultural, and ecological-embodied dimensions.

Dados da obra

Tipo: Artigo
Periódico: International Journal of Science and Mathematics Education
Ano: 2026
Idioma: en
Palavras-chave: Mathematics Teachers; Teacher Behavior; Models; Theories; Concept Formation; Coordination
ISSN: 1571-0068
Acesso: Metadados apenas
Fontes: ERIC — Education Resources Information Center
Na Biblioteca desde: 01/10/2026 · verificada em 03/10/2026

Como citar

ABNT
SCHEINER, Thorsten; AMADOR, Julie M.. Mathematics Teacher Noticing Frameworks: Tensions and Synergies across Foundations, Forms, and Functions. International Journal of Science and Mathematics Education, 2026. Disponível em: http://dx.doi.org/10.1007/s10763-026-10695-7. Acesso em: 5 nov. 2026.

APA

Scheiner, T., & Amador, J. M. (2026). Mathematics Teacher Noticing Frameworks: Tensions and Synergies across Foundations, Forms, and Functions. International Journal of Science and Mathematics Education. http://dx.doi.org/10.1007/s10763-026-10695-7

BibTeX

@article{scheiner2026,
  author = {Scheiner, Thorsten and Amador, Julie M.},
  title = {Mathematics Teacher Noticing Frameworks: Tensions and Synergies across Foundations, Forms, and Functions},
  year = {2026},
  journal = {International Journal of Science and Mathematics Education},
  url = {http://dx.doi.org/10.1007/s10763-026-10695-7},
  language = {en}
}

RIS

TY  - JOUR
AU  - Scheiner, Thorsten
AU  - Amador, Julie M.
TI  - Mathematics Teacher Noticing Frameworks: Tensions and Synergies across Foundations, Forms, and Functions
PY  - 2026
JO  - International Journal of Science and Mathematics Education
UR  - http://dx.doi.org/10.1007/s10763-026-10695-7
LA  - en
ER  -

Referência gerada automaticamente a partir dos metadados das fontes; confira com o documento original. Baixar BibTeX · Baixar RIS