[{"page":"147-154","_id":"66682","language":[{"iso":"eng"}],"user_id":"65797","volume":1,"status":"public","year":"2026","title":"Exploring Mathematics Teacher Noticing of Whole-Class Discussions Across Career Stages ","conference":{"name":"PME 49","location":"Helsinki"},"author":[{"id":"65797","full_name":"Becker, Federica","last_name":"Becker","first_name":"Federica"},{"id":"72183","orcid":"https://orcid.org/0000-0002-6604-5864","last_name":"Bruns","first_name":"Julia","full_name":"Bruns, Julia"}],"date_updated":"2026-08-07T11:00:13Z","intvolume":"         1","date_created":"2026-08-07T10:55:38Z","type":"conference","publication":"Proceedings of the 49th Conference of the International Group for the Psychology of Mathematics Education: Research Reports. PME.","citation":{"mla":"Becker, Federica, and Julia Bruns. “Exploring Mathematics Teacher Noticing of Whole-Class Discussions Across Career Stages .” <i>Proceedings of the 49th Conference of the International Group for the Psychology of Mathematics Education: Research Reports. PME.</i>, vol. 1, 2026, pp. 147–54.","ama":"Becker F, Bruns J. Exploring Mathematics Teacher Noticing of Whole-Class Discussions Across Career Stages . In: <i>Proceedings of the 49th Conference of the International Group for the Psychology of Mathematics Education: Research Reports. PME.</i> Vol 1. ; 2026:147-154.","bibtex":"@inproceedings{Becker_Bruns_2026, title={Exploring Mathematics Teacher Noticing of Whole-Class Discussions Across Career Stages }, volume={1}, booktitle={Proceedings of the 49th Conference of the International Group for the Psychology of Mathematics Education: Research Reports. PME.}, author={Becker, Federica and Bruns, Julia}, year={2026}, pages={147–154} }","apa":"Becker, F., &#38; Bruns, J. (2026). Exploring Mathematics Teacher Noticing of Whole-Class Discussions Across Career Stages . <i>Proceedings of the 49th Conference of the International Group for the Psychology of Mathematics Education: Research Reports. PME.</i>, <i>1</i>, 147–154.","ieee":"F. Becker and J. Bruns, “Exploring Mathematics Teacher Noticing of Whole-Class Discussions Across Career Stages ,” in <i>Proceedings of the 49th Conference of the International Group for the Psychology of Mathematics Education: Research Reports. PME.</i>, Helsinki, 2026, vol. 1, pp. 147–154.","short":"F. Becker, J. Bruns, in: Proceedings of the 49th Conference of the International Group for the Psychology of Mathematics Education: Research Reports. PME., 2026, pp. 147–154.","chicago":"Becker, Federica, and Julia Bruns. “Exploring Mathematics Teacher Noticing of Whole-Class Discussions Across Career Stages .” In <i>Proceedings of the 49th Conference of the International Group for the Psychology of Mathematics Education: Research Reports. PME.</i>, 1:147–54, 2026."},"abstract":[{"lang":"eng","text":"Research on teacher noticing highlights differences between novice and expert\r\nteachers, yet little is known about early career and intermediate expertise levels and\r\nhow these expertise-related differences emerge in central teaching tasks and content\r\nareas. Facilitating whole-class discussions represents a central teaching task, such as\r\nwhen fostering flexible strategy use. This study examines expertise-related differences\r\nin mathematics teachers’ noticing in observed video scenes of whole-class discussions\r\non flexible strategy use in Grade 1 using Epistemic Network Analysis. The preliminary\r\nresults show no substantial differences between intermediate and expert teachers but\r\nbetween beginning teachers and the other two expertise groups regarding their\r\nnoticing focus and the cognitive structures underlying their noticing processes."}]},{"date_updated":"2025-12-18T09:55:01Z","title":"Professionelle Wahrnehmung der Anforderungssituation 'Gespräche zum flexiblen Rechnen moderieren': Ein Vergleich zwischen angehenden und erfahrenen Lehrkräften mittels Epistemic Network Analysis","year":"2025","status":"public","conference":{"name":"58. Jahrestagung der Gesellschaft für Didaktik der Mathematik","location":"Universität des Saarlandes, Saarbrücken"},"author":[{"first_name":"Federica","last_name":"Becker","full_name":"Becker, Federica","id":"65797"}],"doi":"10.17877/DE290R-25881","user_id":"65797","language":[{"iso":"eng"}],"_id":"63069","publisher":"Gesellschaft für Didaktik der Mathematik, Beiträge zum Mathematikunterricht; 58","abstract":[{"text":"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.","lang":"eng"}],"citation":{"ieee":"F. Becker, “Professionelle Wahrnehmung der Anforderungssituation ‘Gespräche zum flexiblen Rechnen moderieren’: Ein Vergleich zwischen angehenden und erfahrenen Lehrkräften mittels Epistemic Network Analysis,” presented at the 58. Jahrestagung der Gesellschaft für Didaktik der Mathematik, Universität des Saarlandes, Saarbrücken, 2025, doi: <a href=\"https://doi.org/10.17877/DE290R-25881\">10.17877/DE290R-25881</a>.","apa":"Becker, F. (2025). <i>Professionelle Wahrnehmung der Anforderungssituation “Gespräche zum flexiblen Rechnen moderieren”: Ein Vergleich zwischen angehenden und erfahrenen Lehrkräften mittels Epistemic Network Analysis</i>. 58. Jahrestagung der Gesellschaft für Didaktik der Mathematik, Universität des Saarlandes, Saarbrücken. <a href=\"https://doi.org/10.17877/DE290R-25881\">https://doi.org/10.17877/DE290R-25881</a>","chicago":"Becker, Federica. “Professionelle Wahrnehmung Der Anforderungssituation ‘Gespräche Zum Flexiblen Rechnen Moderieren’: Ein Vergleich Zwischen Angehenden Und Erfahrenen Lehrkräften Mittels Epistemic Network Analysis.” Gesellschaft für Didaktik der Mathematik, Beiträge zum Mathematikunterricht; 58, 2025. <a href=\"https://doi.org/10.17877/DE290R-25881\">https://doi.org/10.17877/DE290R-25881</a>.","short":"F. Becker, in: Gesellschaft für Didaktik der Mathematik, Beiträge zum Mathematikunterricht; 58, 2025.","mla":"Becker, Federica. <i>Professionelle Wahrnehmung Der Anforderungssituation “Gespräche Zum Flexiblen Rechnen Moderieren”: Ein Vergleich Zwischen Angehenden Und Erfahrenen Lehrkräften Mittels Epistemic Network Analysis</i>. Gesellschaft für Didaktik der Mathematik, Beiträge zum Mathematikunterricht; 58, 2025, doi:<a href=\"https://doi.org/10.17877/DE290R-25881\">10.17877/DE290R-25881</a>.","bibtex":"@inproceedings{Becker_2025, title={Professionelle Wahrnehmung der Anforderungssituation “Gespräche zum flexiblen Rechnen moderieren”: Ein Vergleich zwischen angehenden und erfahrenen Lehrkräften mittels Epistemic Network Analysis}, DOI={<a href=\"https://doi.org/10.17877/DE290R-25881\">10.17877/DE290R-25881</a>}, publisher={Gesellschaft für Didaktik der Mathematik, Beiträge zum Mathematikunterricht; 58}, author={Becker, Federica}, year={2025} }","ama":"Becker F. Professionelle Wahrnehmung der Anforderungssituation “Gespräche zum flexiblen Rechnen moderieren”: Ein Vergleich zwischen angehenden und erfahrenen Lehrkräften mittels Epistemic Network Analysis. In: Gesellschaft für Didaktik der Mathematik, Beiträge zum Mathematikunterricht; 58; 2025. doi:<a href=\"https://doi.org/10.17877/DE290R-25881\">10.17877/DE290R-25881</a>"},"type":"conference","date_created":"2025-12-12T12:38:28Z"}]