mathematical-reasoning
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- PaperEdArXiv (OSF Preprints)20 Jul 2026
Teachers’ Professional Noticing as a Mediating Mechanism in the Development of Students’ Mathematical Reasoning: A Conceptual Analysis
Andrew Oluwashijibomi Adegoju, Sukurat Olabisi Kofoworola, Emmanuel Tomiwa siyanbola, Nurudeen Kolade Gbadegisin
This paper synthesizes research on teachers' professional noticing and mathematical reasoning to propose an integrative framework showing how noticing practices mediate students' reasoning opportunities. It reframes professional noticing as a relational, interpretive instructional practice rather than a purely cognitive skill, with implications for teacher education and professional development.
Original abstract
Teachers’ professional noticing - the capacity to attend to, interpret, and respond to students’ mathematical thinking has become a central construct in mathematics education research. While substantial scholarship has documented how teachers notice students’ ideas, considerably less theoretical work has examined how professional noticing functions as a mechanism that shapes students’ opportunities for mathematical reasoning. This paper advances a non-empirical, theory-forward analysis that synthesizes research on professional noticing, professional vision, and mathematical reasoning to articulate how teachers’ noticing practices mediate classroom interactions and reasoning processes. Drawing on established conceptualizations of professional noticing (Jacobs et al., 2010; Sherin & van Es, 2009) and theories of mathematical reasoning and discourse (Lobato et al., 2013; Sfard, 2008), the paper proposes an integrative framework linking dimensions of noticing to forms of student reasoning. By reframing professional noticing as a relational and interpretive instructional practice rather than a purely cognitive skill, this paper clarifies its significance for mathematical reasoning and outlines implications for research, teacher education, and professional development.