Teacher noticing represents a fundamental dimension of mathematics teaching expertise, yet the research in this area remains theoretically fragmented, limiting comprehensive understanding of this multifaceted professional capability. In this paper, we explore potential synergies between five different theoretical perspectives on mathematics teacher noticing identified in prior research: (a) a cognitive-psychological perspective, in which teacher noticing is conceptualised as a set of mental processes used when observing and interpreting classroom events; (b) an expertise-related perspective, which emphasises differences in the noticing capabilities of novice and expert teachers; (c) a discipline-specific perspective, which highlights the development of awareness of one’s noticing; (d) a socio-cultural perspective, in which noticing is treated as a socially situated activity shaped by discursive practices and socio-political contexts; and (e) an ecological-embodied perspective, in which noticing is understood as an embodied activity emerging through teachers’ engagement with their classroom environments. Through a narrative review and systematic comparison of these perspectives, we identify key distinctions in their conceptualisation of noticing, units of analysis, and approaches to learning to notice. We then use deliberate cross-perspective dialogue to generate insights that address theoretical blind spots and challenge traditional paradigmatic boundaries. We conclude by proposing future research directions emphasising inter-theoretical, multi-theoretical, and meta-theoretical inquiry to advance understanding of mathematics teacher noticing.

This paper proposes a dynamic systems framework for teacher noticing that illuminates theoretical synergies among cognitivist, socio-cultural, and ecological-embodied-enactive perspectives. Drawing on complexity theory—specifically emergence and multi-scale dynamics—we reconceptualize the emergence and dynamic operation of teacher noticing: how it arises from coordinated cognitive, cultural, embodied, and ecological processes; how it is distributed across teacher–student–environment relations; and how its constitutive mechanisms operate across multiple scales. The framework identifies four interrelated system processes—embodied perception, socially situated interpretation, ecologically embedded interaction, and culturally mediated framing—through which noticing arises as an emergent phenomenon that both shapes and is shaped by classroom contexts. Through a constructed theoretical exemplar spanning micro-scale perceptual detection to macro-scale professional competence trajectories, we illustrate the analytical leverage this complexity-informed multi-perspective approach affords over single-perspective or additive frameworks. By unpacking coordination mechanisms in professional noticing, we provide teacher educators and researchers with analytical tools for investigating dynamics that prior frameworks have rendered methodologically difficult to examine.

This paper presents a reconceptualisation of teacher noticing as an intentional and generative design process. Drawing on ecological psychology and phenomenology, with enactivism serving as an integrative theoretical lens, we develop the Noticing-as-Design Framework. This framework elucidates how teachers proactively shape opportunities for meaningful noticing through two interrelated components: ecological design and phenomenological design. Ecological design entails teachers deliberately crafting physical, social, and cultural aspects of the classroom environment to create affordances that support noticing. Phenomenological design involves bringing specific phenomena into focus through carefully structured experiences and interactions. These components operate within what we term the D-E-S-I-G-N cycle (Design, Emergence, Seeing, Interpreting, Generating insights, New iteration), which conceptualises how teachers might iteratively develop their noticing capabilities. This theoretical framework extends existing perspectives on teacher noticing by highlighting how intentional design potentially shapes both what becomes noticeable and teachers' capacity to notice. We discuss implications for research, teacher education, and professional development, acknowledging both the potential and limitations of this theoretical approach.

In this paper, we explore the critical practice of making sense of students’ mathematical ideas. We extend previous research by studying stances prospective teachers adopt, the extent or depth to which they do so, and the types of prospective teachers making sense of students’ mathematical ideas. Analyzing the responses of 123 prospective teachers to students’ different ideas on an ambiguous mathematical task, our study identifies various stances—descriptive, evaluative, comparative, interpretive, inquiry-based, connective, and projective—and explores the complexity of attributing value, meaning, and significance to student ideas. Our findings offer insights into various types of making sense of students’ ideas and suggest that different kinds of attributions are at play for the purposes of observation, assessment, understanding and projection/prediction.

The chapter summarizes the results of TSG-33: “Knowledge in/for teaching mathematics at secondary level”. We provide all titles of all the scientific contributions in the program overview and address suggestions for future directions of research in this field in the report about the discussions.

Over the past two decades, the field of teacher noticing, which refers to how teachers observe and interpret classroom events, has received considerable attention in educational research. This chapter presents a review of the literature on mathematics teacher noticing, with a particular focus on longitudinal studies that use video-based interventions to enhance teachers' noticing skills. Video resources have been instrumental in supporting the development of noticing skills by serving as reflective tools, facilitating replay, and the analysis of instructional moments. This chapter addresses the importance of longitudinal studies in capturing the long-term effects of video-based interventions on teacher noticing and highlights the benefits of monitoring changes over time. A structured review identified seven studies that met specific criteria related to video-based noticing interventions for mathematics teachers. These studies provide insight into how different interventions, ranging from video clubs to lesson studies, affect teachers' noticing abilities over time. The discussion is complemented by an additional study, by the first author of the chapter, which examines noticing skills longitudinally into the first two years of teaching. The chapter concludes with a synthesis of the findings, highlighting the potential and challenges of these interventions and offering directions for future research in teacher noticing.

This paper addresses the pressing issues of equity, diversity and inclusion in academic publishing, with a focus on mathematics education research. It highlights systemic biases and barriers that marginalise under-represented voices in the academic discourse. Through an analysis of the Journal of Mathematics Teacher Education’s (JMTE) publication patterns, it reveals a significant geographical imbalance and a disparity between the Global North and the Global South, prompting critical reflection on whose voices are prioritised. The paper outlines key initiatives undertaken by JMTE, such as forming an Equity, Diversity and Inclusion Committee, broadening the aims and scope of the journal, developing inclusive reviewing guidelines, and fostering diversity among editors, reviewers and authors. These efforts aim to promote a more equitable, diverse, and inclusive field of mathematics education research by encouraging contributions from under-represented regions and communities and by addressing language barriers and institutional support issues.

In this paper we investigate the issue of representation within the Journal of Mathematics Teacher Education (JMTE) and the broader academic publishing landscape, particularly focusing on the underrepresentation of authors from various world regions. A questionnaire, distributed globally, aimed to amplify the voices of the underrepresented, exploring the constraints and affordances of publishing in English-medium mathematics education research journals. The question that guided our investigation was: What do voices from the mathematics education community raise in their responses to questions about publishing in English-medium research journals like JMTE? We used qualitative methods to review the responses and identify common themes. The findings revealed significant barriers and challenges related to language, research location, and institutional support, highlighting the complexities of navigating the global academic community and the academic publishing culture. We propose actionable suggestions to foster a more equitable, diverse, and inclusive publishing environment.

This scoping review provides an overview of standardized instruments used to measure teacher noticing. A systematic literature search identified 37 publications in English-language peer-reviewed journals describing 22 different test instruments. Regarding the underlying conceptualization of noticing, instruments commonly distinguish mental processes (e.g., attending and interpreting) using heterogeneous nomenclatures and focus on various aspects of teaching. Regarding the test design, the instruments are predominantly video-based and vary considerably with respect to measurement approach and test requirements. High test quality was demonstrated for established test instruments. However, on a general level, desiderata became apparent regarding construct and criterion-related validity.

The teacher noticing construct is widely recognized in teacher competence and education research, particularly in the field of mathematics education. This paper surveys recent research on mathematics teacher noticing published between July 2019 and 2022, following an earlier literature review on teacher noticing across different disciplines. The study presented here analyzed 118 English-language articles published in peer-reviewed journals, focusing on conceptualizations, research methods, and relationships with other constructs, including teacher knowledge and beliefs. The findings suggest that the cognitive-psychological perspective on noticing, which emphasizes a set of cognitive processes, remains the predominant conceptualization. Recent research on noticing is characterized by a high proportion of studies based on small samples and qualitative research methods. While several studies have demonstrated the interrelatedness of noticing and professional knowledge, the relationship between noticing and beliefs and between noticing and instructional quality has rarely been addressed. Based on these findings, we highlight noteworthy contributions and critical shortcomings, and suggest directions for future research.

This paper compares and contrasts two approaches that are widely used in the English- and German-speaking discourse on mathematics teacher knowledge: ‘mathematical knowledge for teaching’ and ‘mathematics didactic knowledge’. It is proposed that these constructs are based on distinct theoretical and conceptual positions and origins. Mathematical knowledge for teaching is viewed as a utilitarian-pragmatic approach rooted in English-speaking traditions as it focuses on its use in teaching and represents a practice-based conceptualization of knowledge domains required for mathematics teaching. Mathematics didactic knowledge, on the other hand, is considered normative-descriptive as it is formulated based on didactic principles and broader theoretical perspectives, providing a theory-driven conceptualization of knowledge domains rooted in traditions of German-speaking didactics of mathematics. The paper further highlights similarities and differences in these two constructs through an examination of two central knowledge domains: specialized content knowledge (part of mathematical knowledge for teaching) and subject matter didactic knowledge (part of mathematics didactic knowledge).

Noticing the strengths in students’ mathematical thinking is a critical skill that teachers need to develop, but it can be challenging due to the prevalence of deficit-based thinking in mathematics education. To address this challenge, a teacher education course was designed to encourage prospective teachers to engage in critical reflection on their own and others’ framings of students’ thinking and shift their focus towards noticing students’ strengths. The study analyzed written responses from the prospective teachers, collected at the beginning and end of the course, to investigate their framing and noticing of students’ mathematical thinking. The analysis focused on the aspects of students’ thinking that the prospective teachers paid attention to, the stances they took when interpreting students’ thinking, and the instructional moves they proposed in response to their thinking. Furthermore, the study established a spectrum of deficit-based and strength-based framings on students’ mathematical thinking. This spectrum allowed for the identification of each participant’s written noticing responses within a range of possibilities, contributing to a more nuanced understanding of the changes in teachers’ framing and noticing of students’ thinking over time.

This paper examines how different approaches in mathematics education conceptualise the relationship between school mathematics and university mathematics. The approaches considered here include: (a) Klein's elementary mathematics from a higher standpoint; (b) Shulman's transformation of disciplinary subject matter into subject matter for teaching; and (c) Chevallard's didactic transposition of scholarly knowledge into knowledge to be taught. Similarities and contrasts between these three approaches are discussed in terms of how they frame the relationship between the academic discipline and the school subject, and to what extent they problematise the reliance and bias towards the academic discipline. The institutional position implicit in the three approaches is then examined in order to open up new ways of thinking about the relationship between school mathematics and university mathematics.

This paper explores how different schools of thought in mathematics education think and speak about preparing mathematics for teaching by introducing and proposing certain metaphors. Among the metaphors under consideration here are the unpacking metaphor, which finds its origin in the Anglo-American school of thought of pedagogical reduction of mathematics; the elementarization metaphor, which has its origin in the German school of thought of didactic reconstruction of mathematics; and the recontextualization metaphor, which originates in the French school of thought of didactic transposition. The metaphorical language used in these schools of thought is based on different theoretical positions, orientations, and images of preparing mathematics for teaching. Although these metaphors are powerful and allow for different ways of thinking and speaking about preparing mathematics for teaching, they suggest that preparing mathematics for teaching is largely a one-sided process in the sense of an adaptation of the knowledge in question. To promote a more holistic understanding, an alternative metaphor is offered: preparing mathematics for teaching as ecological engineering. By using the ecological engineering metaphor, the preparation of mathematics for teaching is presented as a two-sided process that involves both the adaptation of knowledge and the modification of its environment.