The Link Between Expertise, the Cognitive Demands of Teacher Noticing and, Experience in Teaching Mathematics in Secondary Schools

Abstract Teacher noticing, a situation-specific part of teachers’ professional competence, has gained much importance in the past two decades. The construct is believed to play crucial role transfer knowledge and skills into teaching performance. However, there little empirical evidence on how length experience affects development expertise teacher noticing. In particular, research been conducted facets noticing—namely perception, interpretation, decision-making—as well as handling cognitive demands while applying To fill this gap, present study investigates noticing master’s students, early-career teachers, experienced teachers context secondary mathematics via cross-sectional comparison. differences between three groups are analyzed based participants’ ability deal with an established video-based instrument. results suggest significant increases from students in-service especially mathematic-specific areas. Hardly any were found which suggests stagnation skills. showed better performance decision-making mathematics-related items knowledge-based related recent topics pedagogy general pedagogy. This result emphasizes prerequisites for It also highlights that not directly connected experience.