Teacher noticing: enlightening or blinding?

Thorsten Scheiner*

*Corresponding author for this work

Research output: Contribution to journalComment/opinionpeer-review

14 Citations (Scopus)

Abstract

This paper comments on the theoretical formulations and usage of the construct of teacher noticing in a selection of the papers in this special issue of ZDM Mathematics Education. The analysis of how the notion of teacher noticing is used in the papers suggests that it draws attention to several interdependencies involved that have not been attended to in the past. However, the contributions in this special issue have only partially accounted for the dynamic interactions in teacher noticing, suggesting that there is potential for enriching our understanding of the complexities involved in the realm of teacher noticing. The purpose of this commentary is to stimulate the current discussion on teacher noticing by providing insights from cognitive science and the applied science of human factors, which have the potential to challenge the current understanding of noticing. In doing so, the paper sets the stage for several related constructs from these research disciplines to raise awareness of aspects that recent conceptualizations of teacher noticing may have blinded rather than enlightened.

Original languageEnglish
Pages (from-to)227-238
Number of pages12
JournalZDM - Mathematics Education
Volume48
Issue number1-2
DOIs
Publication statusPublished - Apr 2016
Externally publishedYes

Keywords

  • attention
  • perceptual cycle model
  • situation awareness
  • teacher cognition
  • teacher noticing
  • theory development

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