NEW DIRECTIONS IN RESEARCH ON TEACHER NOTICING

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dc.creatorBastian, Anton
dc.creatorHoth, Jessica
dc.creatorLarrain, Macarena
dc.creatorYang, Xinrong
dc.date2023
dc.date.accessioned2025-11-18T19:51:15Z
dc.date.available2025-11-18T19:51:15Z
dc.description<p>In this paper, we explore new directions in research on teacher noticing, focusing on three aspects: inclusive mathematics education, the relationship between beliefs and teacher noticing, and sociocultural influences on teacher noticing. We highlight the importance of teacher noticing in facilitating inclusive education and student-centered teaching. We also emphasize the relationship between teachers’ beliefs and their noticing skills, showing that constructivist beliefs about teaching and learning mathematics positively impact teachers’ noticing abilities. Furthermore, we present findings from cross-cultural comparative studies, demonstrating that cultural characteristics influence what teachers notice and how they interpret what they do and make decisions in the classroom.</p>eng
dc.identifierhttps://investigadores.uandes.cl/en/publications/fd0d02cc-8c6a-4f18-9071-04b4ec8c3631
dc.identifier.urihttps://repositorio.uandes.cl/handle/uandes/57057
dc.languageeng
dc.publisherPsychology of Mathematics Education (PME)
dc.rightsinfo:eu-repo/semantics/restrictedAccess
dc.sourceAyalon, Michal, Koichu, Boris, Leikin, Roza, Rubel, Laurie, Tabach, Michal (Ed.), Proceedings of the 46th Conference of the International Group for the Psychology of Mathematics Education, 2023, p.118-121. Psychology of Mathematics Education (PME). [ISBN 9789659311217]
dc.subjectSDG 4 - Quality Education
dc.titleNEW DIRECTIONS IN RESEARCH ON TEACHER NOTICINGeng
dc.typeConference contributioneng
dc.typeContribución a la conferenciaspa
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