While recent research demonstrates that teacher noticing is a core construct of teaching, it also raises new questions about this construct. Here, we offer an expanded framework that addresses three key questions. Specifically, we suggest that attending involves not only selecting particular features of instruction to observe, but also disregarding aspects of classroom interactions that are less consequential. In addition, we propose that a stance of inquiry about observed phenomena is central to drawing inferences about observed phenomena. Finally, we extend the boundaries of teacher noticing to include shaping, the act of creating interactions that provide increased opportunities to attend to and interpret noteworthy mathematical interactions. In other words, teachers are not simply passive bystanders in the act of noticing, rather they shape interactions to gain access to additional information to allow for further observation and interpretation of student thinking.

尽管最近的研究表明，“注意教师”是教学的核心结构，但它也提出了有关该结构的新问题。在这里，我们提供了一个扩展的框架，可以解决三个关键问题。具体而言，我们建议参加课程不仅涉及选择要观察的特定教学功能，而且还应忽略课堂互动的重要性较低的方面。此外，我们建议对观察到的现象进行询问的态度对于得出关于观察到的现象的推论至关重要。最后，我们扩大了教师注意的范围，包括塑造，即创建互动的行为，从而增加了参加和解释值得注意的数学互动的机会。换句话说，教师不是简单地注意到的行为被动的旁观者，而他们塑造的相互作用来获取更多的信息，以便进一步观察和学生思维的解释。