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Synapse
February 5, 2026Open Access

Towards theoretical synergies in mathematics teacher noticing

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Authors

TSThorsten ScheinerMSMiriam G. SherinEEElizabeth A. van Es

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Overview

This narrative review explores theoretical perspectives on mathematics teacher noticing, suggesting new research directions.

Key Points

  • The aim is to explore the theoretical fragmentation surrounding mathematics teacher noticing and promote synergy among various perspectives.
  • Conducted a narrative review of five theoretical perspectives on teacher noticing.
  • Systematically compared conceptualizations of noticing, units of analysis, and learning approaches.
  • Engaged in cross-perspective dialogue to uncover insights and theoretical blind spots.
  • Identified key distinctions between different theoretical perspectives on teacher noticing.
  • Proposed future research directions focusing on inter-theoretical and meta-theoretical inquiry.
  • Highlighted the need for a cohesive framework to advance understanding of mathematics teacher noticing.

Cite This Study

Scheiner et al. (2026) studied this question.

synapsesocial.com/papers/69843451f1d9ada3c1fb24d4https://doi.org/10.17169/refubium-51095
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