Although raised in the early days of research on teacher noticing, the question of context specificity has remained largely unanswered to this day. In this study, we build on our prior research on a specific aspect of noticing, namely teachers’ analysis of how representations are dealt with in mathematics classroom situations. For the purpose of such analysis, we examined the role of context on the levels of mathematical content area and classroom situation. Using a vignette-based test instrument with 12 classroom situations from the content areas of fractions and functions, we investigated how teachers’ analyses regarding the use of representations are related concerning these two mathematical content areas. Beyond content areas, we were interested in the question of whether an overarching unidimensional competence construct can be inferred from the participants’ analyses of the different individual classroom situations. The 12 vignettes were analysed by N = 175 secondary mathematics teachers with different degrees of teaching experience and their written answers provided the data for this study. Our findings show that the data fit the Rasch model and that all classroom situations contributed in a meaningful way to the competence under investigation. There was no significant effect of the mathematical content area on the participants’ analyses regarding the use of multiple representations. The results of the study indicate that explicitly considering questions of context can strengthen research into teacher noticing.

尽管在有关教师注意的研究的早期就提出来了，但是上下文特异性的问题至今仍未得到解答。在本研究中，我们在注意的一个特定方面的基础上进行了先前的研究，即教师对数学课堂情况下如何处理表示的分析。出于此类分析的目的，我们研究了上下文在数学内容区域和课堂情况水平上的作用。我们使用基于小插图的测试仪器，从分数和功能的内容区域中提取了12个课堂情况，我们调查了教师关于表示使用的分析与这两个数学内容区域之间的关系。除了内容领域之外，我们对是否可以从参与者对不同教室情况的分析中推断出整体一维能力结构这一问题感兴趣。N对12个小插图进行了分析 = 175名具有不同程度的教学经验的中学数学老师，他们的书面回答为这项研究提供了数据。我们的发现表明，数据符合Rasch模型，并且所有课堂情况都对调查的能力产生了有意义的贡献。数学内容区域对参与者关于使用多种表示形式的分析没有显着影响。研究结果表明，明确考虑情境问题可以加强对教师注意的研究。