{"id":{"repo_id":"baylor","oai_identifier":"oai:baylor-ir.tdl.org:2104/13753"},"canonical_url":"https://search.dev.ndltd.org/etd/baylor/oai:baylor-ir.tdl.org:2104/13753","repository":{"repo_id":"baylor","name":"Baylor University","base_url":"https://baylor-ir.tdl.org/server/oai/request"},"display":{"title":"An expert mathematics teacher educator's noticing of preservice teachers' mathematical and pedagogical thinking : a qualitative case study.","abstract":"Over the last twenty years, research on teacher noticing has established the importance of those skills for effective mathematics teaching. While there is robust research regarding the teacher noticing skills of groups such as preservice and inservice elementary, middle, and high-school teachers, there is limited research exploring mathematics teacher educators’ noticing. Teacher noticing is described as the interrelated skills of attending to and interpreting students’ thinking for the purposes of making instructional decisions. Mathematics teacher educators are responsible for the development of both mathematics content knowledge and pedagogical content knowledge, often within teacher preparation programs. Therefore, the focus of mathematics teacher educators’ noticing skills is on both mathematical and pedagogical thinking. This study adopted van Es and Sherin’s (2021) Revised Learning to Notice Framework to develop a rich description of how an expert mathematics teacher educator notices mathematical and pedagogical thinking exhibited by preservice teachers. This study contributes to the knowledge base in teacher noticing research and is useful for the professional development of mathematics teacher educators while working toward a more complete understanding of mathematics teacher educators' noticing skills.","abstract_html":"Over the last twenty years, research on teacher noticing has established the importance of those skills for effective mathematics teaching. While there is robust research regarding the teacher noticing skills of groups such as preservice and inservice elementary, middle, and high-school teachers, there is limited research exploring mathematics teacher educators’ noticing. Teacher noticing is described as the interrelated skills of attending to and interpreting students’ thinking for the purposes of making instructional decisions. Mathematics teacher educators are responsible for the development of both mathematics content knowledge and pedagogical content knowledge, often within teacher preparation programs. Therefore, the focus of mathematics teacher educators’ noticing skills is on both mathematical and pedagogical thinking. This study adopted van Es and Sherin’s (2021) Revised Learning to Notice Framework to develop a rich description of how an expert mathematics teacher educator notices mathematical and pedagogical thinking exhibited by preservice teachers. This study contributes to the knowledge base in teacher noticing research and is useful for the professional development of mathematics teacher educators while working toward a more complete understanding of mathematics teacher educators' noticing skills.","abstract_has_math":false,"creators":["Warren, Michael L., 1982-"],"institution":"Baylor University.","degree_name":"Ph.D.","degree_level":"Doctoral","degree_discipline":null,"degree_department":null,"school":null,"contributors":[],"advisors":["Wilkerson, Trena."],"committee_chairs":[],"committee_members":[],"year":2025,"date_issued":"2025-05","date_published":"2025-05","updated_at":"2026-07-24T01:08:02Z","subjects":["Noticing.","Mathematics teacher educators.","Preservice teachers."],"languages":["en"],"rights":["Baylor University works are protected by copyright. They may be viewed from this source for any purpose, but reproduction or distribution in any format is prohibited without written permission. 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Teacher noticing is described as the interrelated skills of attending to and interpreting students’ thinking for the purposes of making instructional decisions. Mathematics teacher educators are responsible for the development of both mathematics content knowledge and pedagogical content knowledge, often within teacher preparation programs. Therefore, the focus of mathematics teacher educators’ noticing skills is on both mathematical and pedagogical thinking. This study adopted van Es and Sherin’s (2021) Revised Learning to Notice Framework to develop a rich description of how an expert mathematics teacher educator notices mathematical and pedagogical thinking exhibited by preservice teachers. 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While there is robust research regarding the teacher noticing skills of groups such as preservice and inservice elementary, middle, and high-school teachers, there is limited research exploring mathematics teacher educators’ noticing. Teacher noticing is described as the interrelated skills of attending to and interpreting students’ thinking for the purposes of making instructional decisions. Mathematics teacher educators are responsible for the development of both mathematics content knowledge and pedagogical content knowledge, often within teacher preparation programs. Therefore, the focus of mathematics teacher educators’ noticing skills is on both mathematical and pedagogical thinking. This study adopted van Es and Sherin’s (2021) Revised Learning to Notice Framework to develop a rich description of how an expert mathematics teacher educator notices mathematical and pedagogical thinking exhibited by preservice teachers. 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