We conducted a qualitative metasynthesis of research focused on prompts used to elicit noticing following video observations within mathematics education. Forty-nine, peer-reviewed articles were selected based on specific criteria and analyzed using a defined approach to better understand the variations in the prompts mathematics teacher educators used as they supported teacher noticing. We also focused on research findings from articles with different types of prompts. Forty-five percent of articles included a general prompt and 55% a specific prompt. Findings based on articles in which authors used specific prompts reported the following: (a) video is a helpful tool to support the learning of noticing, (b) noticing is a skill that can be developed, (c) noticing ability differs between novice and expert teachers. Findings from articles with general prompts indicate the following: (a) teachers experienced a shift in noticing, (b) how teachers’ noticed changed, (c) video selection is critical for influencing teacher noticing.

我们进行了定性的综合研究，重点是在数学教育中的视频观察之后，用于提示引起注意的提示。根据特定标准选择了四十九篇经过同行评审的文章，并使用定义的方法进行了分析，以更好地理解数学老师的提示在教师支持中所使用的提示的变化。我们还关注具有不同提示类型的文章的研究发现。45％的文章包含一般提示，55％的特定提示。基于作者使用特定提示的文章得出的结论报告如下：（a）视频是支持学习注意的有用工具，（b）注意是可以发展的技能，（c）新手和新手之间的注意能力有所不同专家老师。