A systematic review of studies on teacher noticing regarding students learning progress in mathematics teaching

Noticing skill is among the leading professional skills that teachers must have, and it is described as re-organizing teaching techniques by noticing students' important mathematical opinions in the class and relating them to learning-teaching principles. The aim of this research is to examine articles and dissertations conducted on noticing skills in maths teaching in Turkey between 2002-2022 systematically and determine the tendency in this subject. Relevantly, the aim of the studies, methods used in examining levels of noticing skill, components of noticing skill, noticing analysis frames, methodology, and its consequences were examined. In accordance with the aim of the study, Higher Education Institution National Thesis Centre (YÖK), TR Index, Google Academic, Taylor Francis, ERIC and Springer databases were used. In this concept, as 20 dissertations and 30 articles, in total 50 researches were examined. Researches were coded according to the themes of publishing categorization forms (name of the author and publishing year, type of publishing, the aim of the research, examining the methodology of noticing level, components of noticing level, analysis frame of noticing, research method and design, sample and scale of the research, data collection tool, data analysis type and its results). As a data collection tool, the document examining technic was used. Both content analysis and descriptive analysis methods were used together while analyzing data. According to findings, by means of professional development practices such as video clubs, teacher education lessons, faculty-school cooperation, modelling activities, action research, lesson cooperation, Story Circles model and learning circles, it was determined that noticing skill was examined. In the determination of noticing skill level, mostly, video analysis and solution cards were used. It was found that a big majority of the researchers discussed components of noticing skill holistically. While determining noticing skill progress and level, researchers used the analysis frames of Jacobs, Lamb, and Philipp (2010) and Van Es (2011). In addition, it was found that qualitative research techniques and case study design were used generally. It was clearly seen that researches conducted with secondary school maths teacher nominees and studies done with a smaller scale of groups are in the majority. As a data collecting tool, video records, interviews, and reflective reports were used mostly. When the results of the studies were examined, it was understood that noticing skill level of teachers and teacher nominees was low. Besides, it was stated that teachers' and teacher nominees' attention towards students' mathematical opinions was good. On the other hand, their commenting levels were low, and suggestions for solutions were superficial. It was understood that professional development practices were effective in the progress of noticing skills. As a result, it is suggested that teacher education programs must be providing and support teachers noticing skill progress.