Proceedings of the International Group for the Psychology of Mathematics Education · Volume 1
Shira Abad, Michal Ayalon, Nadav Marco
Haifa university
⬇ Download PDFThis study explores how the level of detail in written critical events shapes mathematics teachers’ noticing. Using the MOST framework and gap-filling theory, the study compares teachers’ interpretations of the same events across condensed and expanded versions. Seven experienced secondary mathematics teachers analyzed three events through written reports and semi-structured interviews. The analysis focused on teachers’ expressions of certainty and the range of interpretations generated in response to each version. Condensed versions elicited more tentative statements and greater interpretive diversity than expanded versions, suggesting that reduced detail promotes gap filling, interpretative flexibility, and openness in teachers’ noticing.
noticingcritical eventsrepresentations of practicegap-fillingmathematics teachers’ interpretations