What is teacher noticing? Is teacher noticing different than simply good teaching? Is teacher noticing only an in-the-moment occurrence within a whole class setting or is it also akin to a one-on-one clinical interview? Is the framing of this practice as teacher noticing affording us an opportunity to reexamine, or more deeply examine, a crucial aspect of teaching? These questions continue to be discussed and passionately debated among our research team and colleagues. When one colleague was discussing professional noticing within mathematics, another was interpreting it as professional vision, while still another was attempting to envision it beyond a mathematics content perspective. These discussions caused us pause and we had to ask ourselves, "How IS all of this different? Or, is it?" So, "is it noticing, or is it….?" In Sherin, Jacobs, and Philipp's (2011) edited volume, several authors described the foundations of noticing. The roots are varied and the interpretations of the construct are many. Foundational research in professional vision (Goodwin, 1994) and the discipline of noticing (Mason, 2002) set the stage for additional research in this field. Further frameworks of noticing have surfaced, such as noticing (van Es, 2011; Sherin & Star, 2011), teacher noticing (Sherin, Jacobs, & Philipp, 2011), and professional noticing of children's mathematical thinking (Jacobs, Lamb, & Philipp, 2010). As a result, one goal of this monograph is to seek clarification of the construct and its related branches. Our monograph explores recent developments in noticing and responds, in part, to the challenges Alan Schoenfeld put forth in the final commentary of the aforementioned volume by Sherin et al. In his commentary, Schoenfeld (2011) left us with multiple questions to pursue with the goal of applying our researched knowledge to the development of effective teachers. Sherin et al.'s and Schoenfeld's questions and our own successes and vii
