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January 17, 2026ZDMOpen Access

Towards theoretical synergies in mathematics teacher noticing

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Authors

TSThorsten ScheinerMSMiriam Gamoran SherinEEElizabeth A. van Es

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Overview

Narrative review explores theoretical perspectives on teacher noticing, highlighting implications for practice.

Key Points

  • This paper examines the theoretical fragmentation in mathematics teacher noticing to propose synergies across perspectives.
  • Narrative review of existing literature on teacher noticing
  • Systematic comparison of five theoretical perspectives
  • Cross-perspective dialogue to generate insights
  • Identification of key distinctions among the five theoretical perspectives
  • Illustration of blind spots in current research
  • Proposition of future directions emphasizing multi-theoretical inquiry

Cite This Study

Scheiner et al. (2026) studied this question.

synapsesocial.com/papers/696b2696d2a12237a9349dachttps://doi.org/10.1007/s11858-026-01768-6
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Also Consider

Synapse has enriched 5 closely related papers on similar clinical questions. Consider them for comparative context:

  1. 1Towards theoretical synergies in mathematics teacher noticing2026
  2. 2Teacher noticing in mathematics education: a review of recent developments2023 · 88 citations
  3. 3Mathematics Teacher Noticing Frameworks: Tensions and Synergies Across Foundations, Forms, and Functions2026
  4. 4Examining teachers' relational noticing: promoting equity through positive interactions in mathematics education2024 · 8 citations
  5. 5Teacher noticing as a dynamic system: A complexity-informed multi-perspective approach2026