Teacher noticing: A literature review of mathematics and science teacher noticing conceptualizations

Abstract

We conducted a literature review to describe the conceptual use of noticing in pivotal mathematics and science education publications from 2002 to 2022 by tracing the language and ideas used to describe and study teacher noticing. Results from 12 highly cited or recently written publications indicated substantial differences in the assumptions and orientations of researchers which included: (a) differences in the primary theoretical construct, (b) differences in definitions of noticing and whether noticing is attending, making sense, both, or broader than cognition and includes context, culture, and/or perception, and (c) differences in researchers' beliefs about identifying what teachers should notice as compared to researchers who describe what teachers do notice. We propose directions for future writing practices in this field, including the need for researchers to explicitly state their definition of noticing. We conclude by reflecting on this project through some of Mason's foundational ideas about noticing.

Broadening the contexts of teacher noticing

“…This special issue is one small step in broadening the research of teacher noticing beyond elementary mathematics contexts. Weston and Amador (2023) begin with a literature review focusing on 12 individual manuscripts. They were organized into two groups: six highly cited articles from 2002 to 2020 and six new articles published in 2021 or later.…”

“…This special issue is just scratching the surface of broadening the contexts of teacher noticing. I encourage Weston and Amador (2023) to consider a new review in 5 years and I suspect that using their same criteria, they will encounter more than just mathematics and science related studies. Afterall, Goodwin's (1994) seminal framework of professional vision was the inspiration to the development of professional noticing and teacher noticing.…”