Abstract
The purpose of this study was to articulate nuances within the process of learning to notice and to provide a framework for characterizing the capabilities of noticing in prospective mathematics teachers. We collected and analyzed data on teacher noticing based on classroom videos from prospective teachers in a mathematics content course. We analyzed data in accordance with existing research-based frameworks on noticing and in consideration with literature on expertise. We provide the Framework for the Expertise of Noticing, which describes noticing expertise along five dimensions: Evidence-based Noticing; Concrete vs. Abstract Characteristics in Noticing; Individual vs. Pattern Focus in Noticing; Task vs. Contextualized Perspective in Noticing; and Cognitive vs. Metacognitive Characteristics in Noticing. The framework is a tool for mathematics education researchers and teacher educators who study and support the development of noticing in prospective teachers.
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