@inproceedings{66682,
  abstract     = {{Research on teacher noticing highlights differences between novice and expert
teachers, yet little is known about early career and intermediate expertise levels and
how these expertise-related differences emerge in central teaching tasks and content
areas. Facilitating whole-class discussions represents a central teaching task, such as
when fostering flexible strategy use. This study examines expertise-related differences
in mathematics teachers’ noticing in observed video scenes of whole-class discussions
on flexible strategy use in Grade 1 using Epistemic Network Analysis. The preliminary
results show no substantial differences between intermediate and expert teachers but
between beginning teachers and the other two expertise groups regarding their
noticing focus and the cognitive structures underlying their noticing processes.}},
  author       = {{Becker, Federica and Bruns, Julia}},
  booktitle    = {{Proceedings of the 49th Conference of the International Group for the Psychology of Mathematics Education: Research Reports. PME.}},
  location     = {{Helsinki}},
  pages        = {{147--154}},
  title        = {{{Exploring Mathematics Teacher Noticing of Whole-Class Discussions Across Career Stages }}},
  volume       = {{1}},
  year         = {{2026}},
}

@inproceedings{63069,
  abstract     = {{Im Beitrag wird die professionelle Unterrichtswahrnehmung von (angehenden) Lehrkräften bezogen auf die Anforderungssituation 'Gemeinsam Gespräche moderieren' im Kontext des flexiblen Rechnens in Jahrgangsstufe 1 betrachtet. Die Studie untersucht mittels Videovignetten expertise-bezogene Unterschiede in der professionellen Wahrnehmung, indem je 10 angehende und erfahrene Mathematiklehrkräfte betrachtet werden. Die zunächst inhaltsanalytisch ausgewerteten Daten der beiden Gruppen werden mittels der epistemischen Netzwerkanalyse verglichen. Es werden erste Ergebnisse berichtet.}},
  author       = {{Becker, Federica}},
  location     = {{Universität des Saarlandes, Saarbrücken}},
  publisher    = {{Gesellschaft für Didaktik der Mathematik, Beiträge zum Mathematikunterricht; 58}},
  title        = {{{Professionelle Wahrnehmung der Anforderungssituation 'Gespräche zum flexiblen Rechnen moderieren': Ein Vergleich zwischen angehenden und erfahrenen Lehrkräften mittels Epistemic Network Analysis}}},
  doi          = {{10.17877/DE290R-25881}},
  year         = {{2025}},
}