ABSTRACT
Over the past two decades, the field of teacher noticing, which refers to how teachers observe and interpret classroom events, has received considerable attention in educational research. This chapter presents a review of the literature on mathematics teacher noticing, with a particular focus on longitudinal studies that use video-based interventions to enhance teachers’ noticing skills. Video resources have been instrumental in supporting the development of noticing skills by serving as reflective tools, facilitating replay, and the analysis of instructional moments. This chapter addresses the importance of longitudinal studies in capturing the long-term effects of video-based interventions on teacher noticing and highlights the benefits of monitoring changes over time. A structured review identified seven studies that met specific criteria related to video-based noticing interventions for mathematics teachers. These studies provide insight into how different interventions, ranging from video clubs to lesson studies, affect teachers’ noticing abilities over time. The discussion is complemented by an additional study, by the first author of the chapter, which examines noticing skills longitudinally into the first two years of teaching. The chapter concludes with a synthesis of the findings, highlighting the potential and challenges of these interventions and offering directions for future research in teacher noticing.
