Mathematics Teacher Noticing is the first book to examine research on the particular type of noticing done by teachers—how teachers pay attention to and make sense of what happens in the complexity of instructional situations. In the midst of all that is happening in a classroom, where do mathematics teachers look, what do they see, and what sense do they make of it?

WestEd’s Nanette Seago and Cathy Carroll cowrote key chapters in this groundbreaking collection that begins with an overview of the construct of noticing and the various historical, theoretical, and methodological perspectives on teacher noticing.

The book also focuses on studies of mathematics teachers noticing in the context of teaching and learning, and recommends links to other constructs integral to teaching.

By collecting the work of leaders in the field in one volume, the editors present the current state of research and provide ideas for how future work could further the field.