---
res:
  bibo_abstract:
  - "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.@eng"
  bibo_authorlist:
  - foaf_Person:
      foaf_givenName: Federica
      foaf_name: Becker, Federica
      foaf_surname: Becker
      foaf_workInfoHomepage: http://www.librecat.org/personId=65797
  - foaf_Person:
      foaf_givenName: Julia
      foaf_name: Bruns, Julia
      foaf_surname: Bruns
      foaf_workInfoHomepage: http://www.librecat.org/personId=72183
    orcid: https://orcid.org/0000-0002-6604-5864
  bibo_volume: 1
  dct_date: 2026^xs_gYear
  dct_language: eng
  dct_title: Exploring Mathematics Teacher Noticing of Whole-Class Discussions Across
    Career Stages @
...