Noticing is a crucial part of any teachers' classroom practices. Given its importance, research
in teacher noticing has gained traction and has significantly increased in recent years. In this …

While recent research demonstrates that teacher noticing is a core construct of teaching, it
also raises new questions about this construct. Here, we offer an expanded framework that …

The aim of this paper is to examine whether the use of a hypothetical learning trajectory as a
guide to notice students' mathematical thinking could improve pre-service teachers …

In the current study on noticing as reasoning of Lesson Study (LS)-teams in initial teacher
education (ITE), we analyzed the reasoning two mixed LS-teams set up about pupils' subject …

Although lesson study (LS) is widely considered a promising approach to teachers'
professional development, the variation in teacher learning in LS is not yet well understood …

Purpose Teacher noticing is a critical aspect of teaching competence that has garnered
significant scholarly attention. This systematic review aims to comprehensively analyze the …

In this paper, we extend the notion of noticing during the planning of a lesson to examine
what and how teachers notice concerning the affordances of typical problems, such as …

Using sociocultural discourse analysis, we examined when and how a Lesson Study team in
initial teacher education integrated theoretical input with practical knowledge when …

As an important component of teaching expertise, teacher noticing is gaining growing
attention in our intercultural mathematics education community. However, it is likely that in …

Drawing upon the imperative to foster argumentation within the mathematics classroom, this
paper integrates two key areas of mathematics education research–argumentation and …