Amador, Julie M.Glassmeyer, DavidBrakoniecki, Aaron2025-04-152025-04-152024-02-27J.M. Amador, D. Glassmeyer, A. Brakoniecki. "Teachers’ noticing of proportional reasoning" Journal of Mathematics Teacher Education. https://doi.org/10.1007/s10857-024-09625-71386-44161573-1820https://hdl.handle.net/2144/50088The importance of understanding what and how mathematics teachers notice is well documented, but more research is needed on content-specific noticing. In particular, knowing how teachers notice proportional reasoning, a vital topic spanning all grades of mathematics, could inform measures that support students’ proportional reasoning. We examined how teachers noticed when responding to two prompts (one student-focused and one teacher–student-interaction-focused) after watching a video of a middle grades proportional reasoning lesson. We analyzed the proportional reasoning reported from 13 elementary and 20 secondary prospective teachers and used cooccurrences along with noticing practices to describe how teachers noticed proportional reasoning and what aspects of proportional reasoning they noticed. Results indicate: (a) the two prompts resulted in differences in what and how participants noticed proportional reasoning, (b) participants were primarily descriptive and not interpretative when describing the proportional reasoning they noticed, and (c) the elementary and secondary prospective teachers both noticed similar aspects of proportional reasoning but showed differences in how the proportional reasoning cooccurred with the noticing practices. These findings reiterate the importance of the prompts used with teachers, the potential of using video to advance teachers’ noticing of proportional reasoning, and the methodological potential of using cooccurrences to examine teachers’ content-specific noticing.enThis article is licensed under a Creative Commons Attribution 4.0 International License, which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons licence, and indicate if changes were made. The images or other third party material in this article are included in the article's Creative Commons licence, unless indicated otherwise in a credit line to the material. If material is not included in the article's Creative Commons licence and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder. To view a copy of this licence, visit http://creativecommons.org/licenses/by/4.0/.http://creativecommons.org/licenses/by/4.0/Curriculum and pedagogySpecialist studies in educationEducationCurriculum and pedagogyEducation systemsArticle10.1007/s10857-024-09625-70000-0001-7616-566X (Amador, Julie M)0000-0001-6678-5988 (Brakoniecki, Aaron)1034745