135339 20260217205552.0 doi 10.1007/s11858-024-01576-w sideral 138606 ART-2024-138606 eng Planas, Núria Mathematical naming and explaining in teaching talk: Noticing work with two groups of mathematics teachers 2024 Access copy available to the general public Unrestricted Research shows the salient place of mathematical teaching talk, including the mathematical-linguistic practices of naming and explaining, in the enactment of students’ mathematical talk and learning with understanding in the classroom. Our study was developed to examine the noticing of two groups of secondary-school mathematics teachers in one-day workshops with tasks about these practices. The two workshops were mathematically content-specific, with teaching and learning accounts and prompts aimed at guiding focused attention to naming and explaining in the teaching of linear equations and probability. Thematic text analyses led to identify three foci of the two groups’ noticing: (i) missing practices of mathematical naming in own teaching talk; (ii) relative impact of mathematical explaining in teaching talk; and (iii) tensions around mathematical naming and explaining in teaching talk. Our results show that the social construction of teacher noticing is a feature of noticing development that can be documented in the context of one-day workshops. Whereas time for individual thinking and responses to the tasks created a context of support for noticing development, participation in the group discussions allowed the teachers to notice nuances of mathematical naming and explaining in teaching talk unaddressed in the task prompts. The group discussions thus amplified and opened up the opportunities to develop some focused noticing on the content of the workshops, specifically in connection with the teachers’ own teaching practice. info:eu-repo/grantAgreement/ES/AEI/PID2022-139079OR-I00 info:eu-repo/grantAgreement/ES/MICINN/PID2019-104964GB-I00 info:eu-repo/semantics/openAccess by https://creativecommons.org/licenses/by/4.0/deed.es 2.4 2024 EDUCATION & EDUCATIONAL RESEARCH 142 / 762 = 0.186 2024 Q1 T1 1.534 2024 Mathematics (miscellaneous) 2024 Q1 Education 2024 Q1 6.6 2024 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Alfonso, José M. Arnal-Bailera, Alberto Universidad de Zaragoza (orcid)0000-0002-0516-0463 Martín-Molina, Verónica 2006 200 Universidad de Zaragoza Dpto. Matemáticas Área Didáctica Matemática 56 (2024), 1211–1222 ZDM (Berl.) ZDM (Berlin) 1863-9690 798102 http://zaguan.unizar.es/record/135339/files/texto_completo.pdf Versión publicada 2618536 http://zaguan.unizar.es/record/135339/files/texto_completo.jpg?subformat=icon icon Versión publicada oai:zaguan.unizar.es:135339 articulos driver 2026-02-17-20:41:08 ARTICLE