The construct of "teacher noticing" has been revitalized in recent years and with the advent of recent educational reforms that emphasize 21st century and life skills. As a construct it is closely associated with student learning in mathematics, for its role in promoting student engagement, understanding, and equity in the classroom. Yet, as in the case with other constructs, several impediments to fully understand the construct have recently been documented. The purpose of this study was therefore, to offer a comprehensive overview of mathematics teachers’ noticing in terms of prospects, benefits, and challenges faced by mathematics teachers when it comes to development of mathematical thinking in classrooms. The study provides a deep analysis of what it means to be able to observe, interpret, and decide on the next step. A variety of strategies for professional noticing, such as active listening, question-asking, analysis of student work, and feedback provision will be presented and discussed. Future prospects, benefits of professional noticing and challenges will also be addressed. Finally, the study concludes with a call to action for educators to prioritize professional noticing of student mathematical thinking, and to work towards developing the necessary skills and knowledge to implement this practice effectively.

Authors:
Rahila Naseeha, United Arab Emirates University, United Arab Emirates

About the Presenter(s)
Ms Rahila Naseeha is a University Doctoral Student at UAE University in United Arab Emirates

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