The role of technology in mathematics teacher noticing: an evolutionary review from video clubs to virtual classrooms
TL;DR
This study presents a mixed-methods systematic review of 90 articles published between 2004 and 2024 in the Web of Science and Scopus databases, combining bibliometric analyses with qualitative thematic analyses, indicating that the field has undergone a two-phase evolution.
Abstract
Technology offers powerful opportunities to support mathematics teachers in developing the critical ability to notice and respond to student thinking. As research at this intersection expands, a systematic mapping of the field is needed to clarify its intellectual structure and developmental trajectory. This study presents a mixed-methods systematic review of 90 articles published between 2004 and 2024 in the Web of Science and Scopus databases, combining bibliometric analyses with qualitative thematic analyses. Findings indicate that the field has undergone a two-phase evolution: an initial period dominated by research using standard video, followed by a recent and rapid diversification into emerging technologies such as 360° video, extended reality (XR), and artificial intelligence (AI). While the feasibility and promise of these technologies have been well demonstrated, the next stage of research requires longitudinal investigations of sustained impact, comparative studies to identify the mechanisms by which different tools influence teacher noticing, and critical analyses of equity and access.