Content-specific noticing: A large-scale survey of mathematics teachers? noticing

Teachers' noticing is an important skill for learning from and improving their teaching. We investigated what teachers noticed in short video clips of a real classroom teacher's interaction with students around a mathematics problem by collecting data from 496 U.S. fourth-and fifth-grade teachers from 48 states. Our analyses indicated that 67.5% of teachers' responses focused on content-specific teaching and learning events, whereas 14% of them attended to the content-specific issues at the heart of students' confusion. In-depth analyses of 5300 teachers' responses showed that the teachers noticed and analyzed teaching-related issues from a wide range of angles. (c) 2021 The Author(s). Published by Elsevier Ltd. This is an open access article under the CC BY license (http://creativecommons.org/licenses/by/4.0/).