Teacher noticing in mathematics education: a review of recent developments

Artigo2023

Jonas Weyers ORCID; Johannes König ORCID; Thorsten Scheiner ORCID; Rossella Santagata ORCID; Gabriele Kaiser ORCID

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Resumo

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.

Dados da obra

Tipo: Artigo
Periódico: ZDM, v. 56, n. 2, p. 249-264
Editora: Springer Science+Business Media
Ano: 2023 (2023-10-21)
Idioma: en
Palavras-chave: teacher noticing; mathematical knowledge for teaching; teacher beliefs; professional knowledge; teaching quality; teacher competence
DOI: 10.1007/s11858-023-01527-x
ISSN: 1615-679X, 1863-9690, 1863-9704
Licença: cc-by
Acesso: Acesso aberto
Fontes: OpenAlex
Na Biblioteca desde: 27/09/2026 · verificada em 27/09/2026

Como citar

ABNT
WEYERS, Jonas et al.. Teacher noticing in mathematics education: a review of recent developments. ZDM, v. 56, n. 2, p. 249-264, 2023. DOI: https://doi.org/10.1007/s11858-023-01527-x.

APA

Weyers, J., König, J., Scheiner, T., Santagata, R., & Kaiser, G. (2023). Teacher noticing in mathematics education: a review of recent developments. ZDM, 56(2), 249-264. https://doi.org/10.1007/s11858-023-01527-x

BibTeX

@article{weyers2023,
  author = {Weyers, Jonas and König, Johannes and Scheiner, Thorsten and Santagata, Rossella and Kaiser, Gabriele},
  title = {Teacher noticing in mathematics education: a review of recent developments},
  year = {2023},
  journal = {ZDM},
  volume = {56},
  number = {2},
  pages = {249-264},
  publisher = {Springer Science+Business Media},
  doi = {10.1007/s11858-023-01527-x},
  language = {en}
}

RIS

TY  - JOUR
AU  - Weyers, Jonas
AU  - König, Johannes
AU  - Scheiner, Thorsten
AU  - Santagata, Rossella
AU  - Kaiser, Gabriele
TI  - Teacher noticing in mathematics education: a review of recent developments
PY  - 2023
JO  - ZDM
VL  - 56
IS  - 2
SP  - 249
EP  - 264
DO  - 10.1007/s11858-023-01527-x
LA  - en
ER  -

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