International Group for the Psychology of Mathematics Education (PME)

Proceedings of the International Group for the Psychology of Mathematics Education · Volume 1

Exploring Mathematics Teacher Noticing of Whole-class Discussions Across Career Stages

Federica Becker, Julia Bruns

Paderborn University

49th Annual Conference of the International Group for the Psychology of Mathematics Education, PME 2026Helsinki27 July 2026 - 1 August 2026pp. 147–154ISSN 2790-36482026Scopus conference code 336559
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Abstract

Research on teacher noticing highlights differences between novice and expert teachers, yet little is known about early career and intermediate expertise levels and how these expertise-related differences emerge in central teaching tasks and content areas. Facilitating whole-class discussions represents a central teaching task, such as when fostering flexible strategy use. This study examines expertise-related differences in mathematics teachers’ noticing in observed video scenes of whole-class discussions on flexible strategy use in Grade 1 using Epistemic Network Analysis. The preliminary results show no substantial differences between intermediate and expert teachers but between beginning teachers and the other two expertise groups regarding their noticing focus and the cognitive structures underlying their noticing processes.

Keywords

Teacher NoticingFlexible Strategy UseWhole-Class DiscussionsEpistemic Network Analysis

Recommended citation

Becker, F., & Bruns, J. (2026). Exploring Mathematics Teacher Noticing of Whole-class Discussions Across Career Stages. In Krzywacki H., Hähkiöniemi M., Haataja E., Hannula M.S., Hästö P. (Eds.), Proceedings of the International Group for the Psychology of Mathematics Education, Volume 1 (pp. 147–154). Psychology of Mathematics Education (PME). ISSN 2790-3648.
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