Mapping Research on Teacher Noticing in Statistics Education

抄録

This systematic review synthesizes empirical research on teacher noticing in statistics education to identify the current state of the field, its methodologies, and substantive findings. The analysis reveals that the research landscape is dominated by qualitative, small-scale designs that primarily involve preservice teachers interacting with video and written artifacts. Geographically, this research is concentrated in Turkey and the United States. A substantive finding of these studies is that teachers often adopt an evaluative stance that limits the deeper interpretation of students’ statistical thinking. The review concludes that fostering effective noticing is contingent on possessing strong statistical knowledge for teaching, engaging in structured collaborative learning, and utilizing authentic tasks.