A Review of Analytic Frameworks for Noticing in Mathematics and Science: Comparing Noticing Frameworks Across Disciplines and over Time

Abstract

We review analytic frameworks related to the study of noticing in mathematics and science education for the purpose of suggesting trends in research literature across both disciplines over time. We focus on highly cited articles in both mathematics and science noticing research, along with recent articles in both disciplines. We focus specifically on research articles that include an analytic framework, to understand the state of how data on noticing are analyzed. We conducted an extensive review of literature, intentionally related to population, temporality, methodology, and quality. The purpose was to provide an overview of the field of noticing, based on particular search criteria for articles including an analytic framework. To be considered an analytic framework, the article had to include a framework that could be used to analyze teacher noticing. We found frameworks in science education are frequently adapted from mathematics education and are moving toward pairing noticing with aspects of effective instruction (formative assessment, sense-making, pedagogical content knowledge), whereas the frameworks in mathematics education now consider context and equity, which was not an explicit focus in the initial noticing literature.

Mathematical naming and explaining in teaching talk: Noticing work with two groups of mathematics teachers

“…The survey by König et al (2022) already documented the relative increase of sociocultural perspectives of mathematics teacher noticing with studies that situate the teacher within group activity and noticing as social and interactional. This growing attention to the social practice of noticing aligns with what Dindyal et al ( 2021) and Amador and Weston (2024) also commented in their surveys. As it happens with other trends in mathematics education research on teacher noticing, the trend that builds on sociocultural perspectives is highly diverse.…”