Teachers’ noticing is an important skill for learning from and improving their teaching. We investigated what teachers noticed in short video clips of a real classroom teacher’s interaction with students around a mathematics problem by collecting data from 496 U.S. fourth- and fifth-grade teachers from 48 states. Our analyses indicated that 67.5% of teachers’ responses focused on content-specific teaching and learning events, whereas 14% of them attended to the content-specific issues at the heart of students’ confusion. In-depth analyses of 5300 teachers’ responses showed that the teachers noticed and analyzed teaching-related issues from a wide range of angles.

教师的注意是学习和改进教学的一项重要技能。我们通过收集来自48个州的496位美国四年级和五年级教师的数据，调查了教师在真正的课堂老师与学生有关数学问题的互动的短片中注意到的内容。我们的分析表明，有67.5％的教师回应集中在针对特定内容的教与学事件上，而其中14％的教师则关注学生困惑中心的针对特定内容的问题。对5300名教师的回答进行的深入分析表明，教师从多个角度注意到并分析了与教学有关的问题。