This article elaborates a theoretical, methodological, and analytical approach intended to highlight the materiality and reciprocity of noticing in mathematics classrooms. Drawing from highly resonant concepts from materialism and Indigenous Knowledges—two perspectives that researchers rarely bring into dialogue—this alternative approach explores the reciprocal, material, and more-than-human nature of noticing. By focusing on the role of movement in noticing, the approach discusses the indivisibility of sensing and making sense as students and teachers mobilize mathematical concepts. Applying this approach in a non-traditional analysis of two classroom episodes, the paper provides a discussion centered on what noticing looks like when humans are decentered, concepts are mobilized, and sensing meets making sense.

本文阐述了一种理论，方法和分析方法，旨在强调数学课堂中注意的重要性和相互性。借鉴了唯物主义和土著知识的高度共鸣的概念，这是研究人员很少进行对话的两种观点，这种替代方法探讨了注意的对等，实质和超出人性的本质。通过关注运动在注意中的作用，该方法讨论了在学生和教师动员数学概念时感知和有意义的不可分割性。将这种方法应用于对两个教室情节的非传统分析中，本文提供了一个围绕人偏心，动员概念，感觉合乎情理时的注意效果的讨论。