ABSTRACT
Over the past decade, educational researchers have increasingly explored the construct of teacher noticing by documenting its role in teaching expertise. Teachers are faced with a “blooming, buzzing confusion of sensory data” (Sherin & Star, 2011, p. 69), too much for any one person to process at once. Therefore, teachers must select, either tacitly or explicitly, some elements from the environment to attend to while leaving other elements aside (Miller, 2011). Research indicates that noticing is consequential for teaching; when teachers pay close attention to the details of their students’ thinking, there are increased opportunities for student learning (Russ & Sherin, 2013).
