Professional noticing involves attending to and interpreting children’s mathematical reasoning. In a similar manner, pedagogical content knowledge (PCK) is defined as the knowledge teachers need to interpret and respond to children’s reasoning. The present study reports on an initial exploration of the relationship between these two constructs using eye-tracking technology and the PCK-Fractions measure. Results suggest a relationship between where teachers spend time focusing and their PCK scores.
Kosko, K. W., Austin, C. K., & Zolfaghari, M. (2023). Exploring teacher knowledge and noticing with eye tracking and 360 video. In G. Cobbs & D. Kombe (Eds.), Proceedings of the 50th annual meeting of the Research Council of Mathematics Learning (pp. 37-45), Las Vegas, NV: RCML.