Learning to teach through noticing: a bibliometric review of teacher noticing research in mathematics education during 2006–2021

Abstract

Abstract Teacher noticing, as an expertize of teacher competency, has received increased attention by researchers in recent years. This bibliometric review systematically compares the current research status, research hotspots, and development trends of teacher noticing in mathematics education. It provides a reference for the future research development on mathematics teacher noticing. Articles related to mathematics teacher noticing in the Scopus online database were selected for the period 2006–2021. CiteSpace, R, and other bibliometric softwares were used to analyze the number of publications, research strengths of countries and institutions, core journals, keyword co-occurrences, and co-citation analyses. The results indicated that the number of mathematics teacher noticing publications is increasing, but as yet the total body of literature is too small and has many gaps. By country, the United States is at the forefront of research in this area and, by institutions, UC Irvine and Northwestern University are the leaders. Among the reviewed studies, framework is the main research theory in this field; the use of videos is the main research instrument; prospective teachers are the main research participants; and developing teachers’ teaching skills is the main research aim. International or regional cooperation is relatively lacking. Considering the lack of richness in the current perspectives, this review has also offered suggestions for future research directions.