Growth of professional noticing of mathematics teachers: a comparative study of Chinese teachers noticing with different teaching experiences

Abstract The last decade has witnessed increasing interest in the study of teacher noticing mathematics education research; however, little is known about growth and how it influenced by teaching practice. Departing from expert-novice-paradigm, this paper we address research gap a cross-sectional that investigates Chinese teachers’ affected their developmental stage, measured length experience. included 152 pre-service teachers at end initial education, 162 early career with one to five years’ experience, 123 experienced more than 15 who participated video-based assessment competency conceptualized sub-facets perception, interpretation, decision-making. Our findings indicate nearly linear among teachers, significant differences identified between only small teachers. Analyses using method Differential Item Functioning (DIF) further suggest demonstrated strengths aspects related reform-oriented or Westernized approaches teaching, such as working open-ended tasks, identifying characteristics cooperative learning, mathematical modeling tasks. By contrast, perceiving students’ thinking, evaluating behavior, analyzing thinking. highlight three develop differently within participating groups These experience acts influential factor development context.