This book brings together a set of studies on mathematics teacher noticing conducted in Latin America, with the aim of making visible, systematizing, and projecting research endeavors from the region in order to challenge global epistemic hierarchies. The work conceives of Latin America not solely as a research context, but as a privileged setting for problematizing mathematics teaching against a backdrop of deep cultural diversity, structural inequalities, and heterogeneous educational systems. By adopting a pluralistic, situated, and flexible perspective on teacher noticing, the book contributes to the international debate by broadening and challenging dominant conceptual frameworks from the standpoint of educational realities that have frequently been rendered invisible.

The volume is organized into three sections. The first section, Noticing of Students' Mathematical Thinking, focuses on the educational significance of attending to and interpreting students' mathematical ideas as a key pathway for informing instructional decisions. The second section, Pre-service and In-service Mathematics Teachers' Noticing, addresses the close association between teacher noticing and initial and continuing teacher education. The third section, Mathematics Teachers' Noticing from New Perspectives, explores emerging approaches such as equity and argumentation. The book offers a valuable resource for researchers, teacher educators, and graduate students interested in understanding and transforming teaching practice from a situated and pluralistic perspective.

Emphasizes teacher noticing as a critical aspect of teaching practice Highlights the importance of addressing diverse student needs in mathematics education Provides valuable perspectives often underrepresented in global discussions

Autorentext

Horacio Solar is an Associate Professor in the Faculty of Education at the Pontificia Universidad Católica de Chile. His research focuses on mathematical argumentation, modeling competencies, mathematics teacher professional development, and Mathematics Teacher Noticing. His academic career includes serving as Director of the Fondecyt-ANID Higher Education Study Group in Chile, President of the Scientific and Ethical Committee for Social Sciences, Arts, and Humanities, and Coordinator for the design of the Disciplinary Standards for Mathematics in Chile. He has also contributed to the development of the Chilean Mathematics Curriculum Framework. Additionally, he serves as an associate editor for journals in Mathematics Education.

Diana Zakaryan is an Assistant Professor at the Institute of Mathematics, Pontifical Catholic University of Valparaíso, Chile. She teaches in the Initial Mathematics Teacher Education Program, as well as in the Master’s and Doctoral Programs in Mathematics Education. Her research interests center on the mathematics teachers’ specialized knowledge and the development of noticing competence in both pre-service and in-service mathematics teachers. She has served as Director of the Doctoral Program in Mathematics Education, Editor of the Chilean Journal of Mathematics Education, and a member of the Board of Directors of the Chilean Society of Mathematics Education and the Coordinator of the Ibero-American MTSK Network of the Ibero-American University Association of Graduate Studies. 

Eder Pinto is an Assistant Professor at the Institute of Education Sciences and Dean of the School of Education at the Universidad de O’Higgins, Chile. He teaches mathematics education courses in both pre-service and in-service teacher education programs. His research interests focus on early algebraic thinking and mathematics teacher noticing in teacher education contexts. He has led research and professional development projects focused on the development of mathematical thinking in children aged 6 to 12, and has participated as a co-investigator in national and international projects related to early algebraic thinking and mathematics teachers’ specialized knowledge. He is also an Associate Researcher at the Advanced Center for Education Research (CIAE) at the University of Chile and Associate Editor of PNA: Revista de Investigación en Didáctica de la Matemática.

Inhalt

Introduction.- Part I: Noticing of students' mathematical thinking.- 1. Commentary Part I.- 2. Elementary school teachers noticing on children's algebraic thinking.- 3. Expert and Novice Teachers' Noticing During the Observation of a Video on Teaching the Pythagorean Theorem.- 4. Bridging Noticing and Instruction through Intended Teaching Moves within Algebra Tasks in Teacher Education.- 5. Teachers' Reflection on Noticing: Interpreting and Responding to Students' Mathematical Errors.- Part II: Pre-service and in service mathematcis teachers' noticing.- 6. Commentary Part II.- 7. Exploring Teachers' Noticing Through Video Vignettes: Impact of an MTSK- Based Rational Functions Workshop.- 8. Toward specialized levels of noticing: Preservice mathematics teachers' selective attention in a video on the cartesian plane.- 9. Interpretive knowledge and noticing: relationships that allow understanding and improving the specialized practice of the mathematics teacher.- 10. The development of professional noticing of number sense in deaf children.- 11. Noticing of teacher's leaders argumentation and modelling in the mathematics classroom.- Part III: Mathematics teachers' noticing from new perspective.- 12. Commentary Part III.- 13. Collaborative noticing of a pedagogical triad: Analysis of the collaborative planning of a mathematical task.- 14. Teachers noticing dialogic practices in mathematics classrooms: insights from professional development.- 15. Teacher- and student-focused argumentative noticing.- 16. Teacher noticing of communicative orchestration through error mitigation in mathematics classroom.- 17. Coordination of teaching, interactivity, and argumentation in decision-making in the classroom.