Overview of Latin American Research on Professional Noticing of Mathematics Teachers

Abstract

Abstract This study aims to discuss the main research focuses of studies conducted in Latin America on the professional noticing of pre-service and in-service mathematics teachers. To constitute the corpus of analysis, a systematic review was conducted using scientific articles published in journals indexed in the Web of Science, Scielo, and the CAPES Journal Portal database (CAPES), using descriptors related to the topic in Portuguese, Spanish, and English. This search resulted in a corpus of 14 articles, analyzed using a qualitative and interpretative approach. The results indicate three main focuses in the studies analyzed: (i) teacher education contexts that promote the development of professional noticing among mathematics teachers; (ii) instruments used to characterize or promote the noticing of mathematics teachers; and (iii) aspects of professional noticing mobilized throughout teacher education processes. Such approaches highlight the value placed on reflective practices and attentive examination of students’ mathematical thinking as central elements in the constitution of teaching knowledge. Professional noticing provides a powerful lens for examining teacher education, particularly when combined with practices that value careful listening, analysis of students’ shared thinking, and evidence-based pedagogical decision-making.