Examination of teachers' noticing: the mathematical modeling process

This study investigates the change in the mathematics teachers' noticing levels through modeling. The case study method obtained extensive, comprehensive, and in-depth data. The study used modeling activities, group activity solutions, semi-structured interview sheets, observation notes, and video and audio recordings as data collection tools. The framework developed by Estapa et al. (2018) was used to analyze the data and examine the ability of mathematics teachers to notice during the application process of mathematical modeling activities. In addition, van Es (2011) developed the framework to determine the level of teachers' noticing skills. Seven elementary school mathematics teachers participated in the study. As a result of the study, when the data were examined, it was found that the level of noticing skills of six of the seven teachers increased during mathematical modeling activities. At the beginning of the study, the teachers did not allow the students to understand and interpret the question, but they explained the question through presentation and guided the students. As the study progressed and the teachers noticed that their skill levels increased, they paid more attention to the students' thinking, tried to understand them, discovered new ideas that might emerge, and started focusing on students' mathematical thinking.