Responsive Mathematics Teaching and Mathematics Teacher Noticing: A Systematic Review in Early Childhood and Primary Education
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Resumo
At a time when more student-centred teaching methodologies are being introduced, it is essential to investigate how educational research in teacher professional development has progressed. In this study, we focus especially on mathematics teaching to promote responsive teaching and noticing since both practices place students in the foreground in the teaching and learning processes. To this end, we carried out a systematic review of research articles published between 2010 and 2023 in the Web of Science and Scopus databases on responsive teaching and noticing in mathematics teacher education programmes of early childhood and primary school levels. Using the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) statement, 40 articles were identified. The general results show that the most productive countries were the United States, Spain and Australia; that the most addressed mathematical contents were those related to the teaching of numbers, operations and their properties; that there are more studies focused on primary school than on preschool; and that most studies used qualitative methodologies. The specific results show that the research topics focus on three aspects: teachers' decision-making in relation to culturally responsive mathematics teaching; the identification of general characteristics of the noticing competence in mathematics teaching; and the specific development of professional noticing skills.
Dados da obra
- Tipo
- Artigo
- Periódico
- Mathematics Education Research Journal
- Ano
- 2026
- Idioma
- en
- Palavras-chave
- Elementary School Teachers; Early Childhood Teachers; Mathematics Teachers; Mathematics Instruction; Teaching Methods; Elementary School Mathematics; Observation; Student Centered Learning; Faculty Development; Teacher Education Programs; Early Childhood Education; Elementary Education; Mathematics Education; Educational Research; Productivity; Foreign Countries; Decision Making; Culturally Relevant Education; Teacher Competencies
- Temas
- Formação de Professores de Matemática
- ISSN
- 1033-2170
- Acesso
- Metadados apenas
- Fontes
- ERIC — Education Resources Information Center
- Na Biblioteca desde
- 01/10/2026 · verificada em 03/10/2026
Como citar
ABNT
ALSINA, Ángel et al.. Responsive Mathematics Teaching and Mathematics Teacher Noticing: A Systematic Review in Early Childhood and Primary Education. Mathematics Education Research Journal, 2026. Disponível em: http://dx.doi.org/10.1007/s13394-025-00519-2. Acesso em: 5 nov. 2026.
APA
Alsina, &., Pincheira, N., Barquero, B., Sellas, I., & Marimon-Martí, M. (2026). Responsive Mathematics Teaching and Mathematics Teacher Noticing: A Systematic Review in Early Childhood and Primary Education. Mathematics Education Research Journal. http://dx.doi.org/10.1007/s13394-025-00519-2
BibTeX
@article{alsina2026,
author = {Alsina, \Ángel and Pincheira, Nataly and Barquero, Berta and Sellas, Isabel and Marimon-Mart\í, Marta},
title = {Responsive Mathematics Teaching and Mathematics Teacher Noticing: A Systematic Review in Early Childhood and Primary Education},
year = {2026},
journal = {Mathematics Education Research Journal},
url = {http://dx.doi.org/10.1007/s13394-025-00519-2},
language = {en}
}RIS
TY - JOUR AU - Alsina, Ángel AU - Pincheira, Nataly AU - Barquero, Berta AU - Sellas, Isabel AU - Marimon-Martí, Marta TI - Responsive Mathematics Teaching and Mathematics Teacher Noticing: A Systematic Review in Early Childhood and Primary Education PY - 2026 JO - Mathematics Education Research Journal UR - http://dx.doi.org/10.1007/s13394-025-00519-2 LA - en ER -
Referência gerada automaticamente a partir dos metadados das fontes; confira com o documento original. Baixar BibTeX · Baixar RIS
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