Teacher Noticing As A Catalyst For Students' Mathematical Thinking: A Perspective From Educational Literature

Abstract

Teacher noticing is a professional competence that encompasses the ability to attend to, interpret, and respond to students’ thinking during the learning process. In the context of mathematics education, this study positions teacher noticing not merely as a passive observational tool, but as a catalyst that can drive the transformation of students’ mathematical thinking. The purpose of this article is to systematically review the literature on the relationship between teacher noticing and students’ mathematical thinking, in order to reveal the active role of noticing in enhancing the quality of learning. The methodology employed is a systematic literature review of 25 national and international scholarly articles published between 2008 and 2023. The findings indicate that teacher noticing contributes significantly to strengthening cognitive interactions in the classroom, developing instructional strategies based on students’ thinking, and fostering higher-order thinking skills. Thus, teacher noticing has the potential to serve as a catalyst for pedagogical change in mathematics education, particularly in relation to students’ mathematical thinking. This study recommends integrating teacher noticing into teacher education programs as well as expanding further research within the local Indonesian context.