2025-11-182025-11-18https://repositorio.uandes.cl/handle/uandes/57057<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>info:eu-repo/semantics/restrictedAccessSDG 4 - Quality EducationConference contribution