The dominant within-dimension noticing transition varied by week: attending in Week 1, interpreting in Week 2, and shaping in Week 3¶

Claim · All claims
Evidence · 1 study · qualitative r? · q2
Currency · newest study 2026 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? In transition counts across 17 preservice teachers, the most frequent within-dimension transition shifted from A→A in Week 1 to I→I in Week 2 to S→S in Week 3. → Selen Galiç 2026

Evidence¶

Selen Galiç 2026¶

Selen Galiç, Mathias Tejera, Sebastián Parodi, Markus Hohenwarter, Zsolt Lavicza. (2026). Preservice mathematics teachers' noticing in AI-based simulations: transitions among attending, interpreting, and shaping. ZDM – Mathematics Education. https://doi.org/10.1007/s11858-026-01805-4

q2 · i? · qualitative · r?

Descriptive transition-frequency analysis of 304 coded noticing statements from 17 preservice teachers across three weekly AI-simulation tasks. The article reports within-dimension transitions were prominent overall, but "the dominant within-dimension transition varied across weeks" as quoted.

"In Week 1, transitions within Attend- ing (A→A) occurred most frequently; in Week 2, transitions within Interpreting (I→I) were most frequent; and in Week 3, transitions within Shaping (S→S) were most frequent."

Discussion¶

Related Claims¶

• Preservice teachers moved directly from attending to shaping more often than from attending to interpreting, and attending–interpreting links remained comparatively weak — related
• Preservice teachers' interpreting and shaping dimensions show the strongest co-occurrence across all three weeks of AI-based simulation interactions — related
• Noticing in AI-based simulations was organised through both within-dimension continuity and between-dimension connections rather than a linear sequence — a broader claim this one bears on